2026-09-172026-09-172026-04-27REIS, Mira Caroline Milen Viégas. EDUCAVERSO: um jogo de tabuleiro como instrumento de apoio ao ensino de metodologias imersivas para discentes do curso superior de pedagogia. Orientador: Sandro Ronaldo Bezerra Oliveira. 2026. 134 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/2011/18743. Acesso em:.https://repositorio.ufpa.br/handle/2011/18743This dissertation aims to present the development of the educational product entitled Educaverso: a board game designed as a support tool for teaching immersive methodologies to undergraduate Pedagogy students. In the educational context, traditional teaching has been challenged to evolve by incorporating methodologies that make learning more dynamic and aligned with the needs of new generations. In this regard, immersive methodologies emerge as strategies to enhance the educational experience. From this perspective, considering that the effectiveness of immersive methodologies largely depends on teachers’ pedagogical knowledge and their ability to intentionally plan and implement such approaches, it becomes essential to examine how these methodologies have been incorporated into the initial training of future teachers. Consequently, concerns arise regarding the presence and treatment of immersive methodologies in teacher education programs. Based on this context, the following guiding research question was established: “How can the diagnosis and planning of the application of immersive methodologies be fostered through the use of a board game for Pedagogy students?” This question underpins the general objective of this study: “to promote access to immersive methodologies in the teaching-learning process aimed at the analysis and resolution of problems in pedagogical practice through a board game.” The methodological procedures adopted in this study were applied in nature and followed a qualitative, exploratory, and descriptive approach, supported by a literature review and a case study. Finally, the results obtained demonstrate relevant contributions both in the academic field and in educational practice. The feedback collected during the implementation of the board game indicated a predominantly positive evaluation by the participants, highlighting aspects such as the engagement fostered by the game dynamics, the opportunity for reflection on pedagogical practice, and the potential of immersive methodologies for problem analysis and resolution in educational contexts. In this sense, the study contributes to expanding discussions on the use of games and immersive methodologies in education, leaving as its legacy an educational product that can support teacher training processes and encourage more interactive, reflective, and pedagogical practices aligned with contemporary educational demands.Acesso Abertohttp://creativecommons.org/licenses/by-nc-nd/4.0/Metodologias imersivasJogo de tabuleiroDiscentesPedagogiaImmersive methodologiesBoard gameStudentsPedagogyDissertaçãoCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONALCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINOINOVAÇÕES METODOLÓGICAS NO ENSINO SUPERIOR (INOVAMES)METODOLOGIAS DE ENSINO-APRENDIZAGEM