UTILIZAÇÃO DA GAMIFICAÇÃO COMO ESTRATÉGIA DE RETOMADA DE CONTEÚDO

In order to work on content retakes within the teaching-learning process, we must meet the individual and collective needs of the students, as well as providing a professional education with pedagogical accessibility. In this sense, the incorporation of activities with the use of new methodologies, based on communication and interaction among those involved, can contribute to the development of cognitive abilities of the target audience. Following this proposal, the application of gamification within education, which consists basically in the use of elements of the games, has become one of the current bets that promotes greater engagement and interaction of people. In view of this need, the disciplines of Preventive Orthodontics of the University of Anapolis Dentistry Course (UniEVANGELICA) proposed the application of an active methodology for the 7th and 8th periods of the second semester of 2018, with the goal of resuming the contents worked in the classroom. For this, use was made of resources such as QR code reader and a board game. The methodology was performed by initially dividing the academics into smaller teams that, through the camera of their cell phones, were scanning some two-dimensional bar codes (QR codes), which were then converted into texts about themes previously worked in the room such as the development of occlusion, etiology and classification of malocclusions, biology of tooth movement and biomechanics. After reading the material, the teams answered subjective questions on each topic, and for each correct answer, they were given the right to play a die and remove a card with instructions such as walking some houses on the board or even going back home. This process was followed until the groups reached the finish line of the game board and, thus, we obtained a ranking of the first ones placed. As results, it was possible to observe a great participation and involvement of the academics during the execution of the methodology of gamification, that allowed, therefore, that the objectives to review and to sediment the acquired knowledge, were reached. As a conclusion, it is suggested that the use of active methodologies, such as gamification, has a strong potential against student disinterest, increasing participation, developing creativity and autonomy, promoting dialogue and problem-solving capacity. This profile goes beyond a generalist training aimed at identifying and treating oral health disorders such as malocclusion, but contemplates the formation of a more autonomous, reflexive and autonomous dental surgeon.