Teacher education in digital culture through gamification

The context of digital culture implies a redimensioning of teacher training, in view of the specificities of digital competences necessary for the development of quality education and that addresses current issues. In this sense, the question arises: how does teacher training through gamification enable a new look at teaching? This article presents the result of an empirical investigation, of a qualitative nature and from the perspective of pedagogical intervention, which aimed to analyze how teacher training using the gamification strategy enables the understanding of teaching practice. The gamified discipline, and the focus of this investigation, is offered in undergraduate courses and fits into the list of discipline in the pedagogical context. As instruments for data collection, participatory observation and a questionnaire were used. The analysis occurs from the categorization and theoretical confrontation. The results indicate that the gamification of the discipline allowed the participants to understand the breadth of the teaching action, not being limited to the physical space of the classroom, with the appropriation of different methodologies.