Based on EPT documents, this research is located in Line 1: Educational Practices in
EPT, and in macroproject 1: Methodological proposals and didactic resources in
formal and non-formal teaching spaces in EPT and aimed to investigate the
gamification within the teaching practice from the Professional and Technological
Education - EPT in time of the Digital Era, highlighting the digital inequality presented
with greater evidence by the Emergency Remote Teaching (ERE) in the period of the
pandemic caused by the SARS-CoV-2 (Covid-19). Such context, experienced in this
period with more intensity, instigated us to think about the teaching and learning
process and the usual and contemporary ways of teaching. Given this scenario, we
explore teaching practice in the face of this changing reality that digital acceleration
has brought to the educational community and is still little explored in EPT, as
presented by the study. For the development of this research, we had the
participation of 9 teachers from the EPT who work with young people aged 14 to 24
who are part of the learning program of the National Service of Commercial Learning
- Manaus Unit - SENAC. For this study, we used research of an applied nature, with a
qualitative approach. For data collection we used bibliographical and documentary
research and forms. The forms were applied to identify: the digital information and
communication technologies - TDICs in the educational context of the teachers, the
digital and technological resources used by them more frequently, the digital and
analogical didactic strategies used by the teachers, the game elements that the
teachers use in their pedagogical practice and if they use them, the challenges and
difficulties of teaching practice in the digital age and their role in the integral human
formation of the student and in their formation for work, having work as an
educational principle. From the results obtained with the research, an e-book was
elaborated that works as a guide for gamified educational practices that allows the
teacher to understand the functioning of gamification beyond digital media, because,
according to the results of the research teachers do not use this practice correctly,
use it incorrectly or still do not use this methodology in their teaching practice.
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