This study aims to investigate and present possibilities of gamified pedagogical practices in different teaching segments. We appropriated the thought of some authors in the area of communication and education to emphasize that for the analysis of culture in municipal schools it is necessary to consider their local, structural and financial peculiarities. And, to this end, communication is very important. This research was conducted in two stages. In the first stage, bibliographical, a survey of scientific productions, scientific articles, and regional and national congress annals published in online open access portals (SciELO and Capes) was carried out. The criterion for data collection was an individual search for the keyword’s gamification, education, and communication. The second phase, field research, begins after the literature review. In this stage, interviews were conducted with teachers and coordinators of the municipal education network in order to obtain data on gamification practices in schools. A total of three teachers and coordinators who work with gamified practices in the classroom were interviewed. The research findings indicate that several technology projects have been developed in municipal schools, carried out with robotics kits, recycled and adapted materials to cover gamified concepts, and software that develops the literacy process. These projects develop and foster the use of programming language and educational robotics, relating it to the school curriculum. In addition, we found innovative and multifaceted pedagogical practices promoting multi-literacy, digital literacy, and competencies and skills related to computational thinking.
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