2026-08-062026-08-062025-03-06BRITO, Higor Pereira de. Libras em jogo: oficina para o planejamento de aulas gamificadas. Orientadora: Gláucia Caroline Silva de Oliveira. 2026. 116 f. Dissertação (Mestrado Profissional em Ensino) - Programa de Pós-Graduação Criatividade e Inovação em Metodologias de Ensino Superior, Núcleo de Inovação e Tecnologias Aplicadas a Ensino e Extensão, Universidade Federal do Pará, Belém, 2026. Disponível em: https://repositorio.ufpa.br/handle/2011/18340. Acesso em:.https://repositorio.ufpa.br/handle/2011/18340Advances in linguistic and educational policies aimed at the Brazilian Deaf population, driven by Law No. 10.436/2002 and Decree No. 5.626/2005, have promoted the recognition, appreciation, and dissemination of Brazilian Sign Language (BSL), expanding opportunities for higher education and professional practice, such as in undergraduate teacher education programs in Letras-BSL In this context, the present study aimed to develop a workshop to train teachers in the use of gamification in the teaching and learning of BSL. Specifically, the study sought to map the scientific knowledge produced on gamification in the teaching of sign languages; identify the training needs of BSL teachers regarding the use of gamification in teaching this language; develop a workshop aligned with the needs and interests of the target audience; and materialize the workshop’s instructional resources in different formats that support the teaching–learning process. The theoretical framework is grounded in studies on public policies and the teaching of BSL, gamification, creative learning, and instructional design, highlighting the relevance of discussions on the education of BSL teachers from a perspective that fosters creativity and innovative pedagogical practices. Methodologically, this is an applied research study with a qualitative approach, whose product development followed the Instructional Design model proposed by Filatro (2008; 2019), organized into the stages of analysis, design, development, implementation, and evaluation. The implementation, conducted remotely with 23 participants, supported the evaluation of the workshop and revealed the need for adjustments to its format. After revisions, the final product was configured as a face-to-face workshop with a 30-hour workload, aimed at the initial or continuing education of BSL teachers and structured around the principles of creative learning and gamification. The product materializes in two subproducts – the implementation manual and the study workbook – which compile 32 original artifacts developed within the scope of the research, including videos, textual materials, interactive resources, and other supporting materials. The results indicate positive outcomes of the workshop on participants’ learning and demonstrate their satisfaction with its organization, teaching strategies, and materials used. Furthermore, the product presents an innovative character by addressing a topic that is still emerging in the teaching of sign languages and by structuring the training based on creative learning and gamification, thereby supporting the replicability of the proposal and expanding possibilities for planning the teaching of BSL and promoting the dissemination of the language in Brazil.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Língua brasileira de sinaisAprendizagem criativaGamificaçãoPlanejamentoOficinaBrazilian sign languageCreative learningGamificationPlanningworkshopDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONALCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOCRIATIVIDADE E INOVAÇÃO EM PROCESSOS E PRODUTOS EDUCACIONAIS (CIPPE)METODOLOGIAS DE ENSINO-APRENDIZAGEM