GAMIFICATION IN HISTORY TEACHING IN HIGH SCHOOL: A SYSTEMATIZED NARRATIVE LITERATURE REVIEW

Abstract

This article analyzes how a selected bibliographic corpus addresses the use of gamification in History teaching in secondary education. It is an exploratory, qualitative, and descriptive-interpretive bibliographic study, developed as a systematized narrative literature review. Searches guided by nine search strings were carried out in Google Scholar, the Brazilian Digital Library of Theses and Dissertations, and the CAPES Journal Portal, using eligibility criteria, a screening spreadsheet, and an analytical extraction matrix. Of the 100 records analyzed, 73 studies composed the final corpus. The results reveal varied strategies, such as digital games, role-playing games, quizzes, learning trails, board games, challenges, and interactive narratives, with a predominance of digital proposals. The studies mainly associate these practices with engagement, participation, collaboration, student protagonism, and competencies related to historical learning. Although favorable reports predominate, limitations were identified regarding empirical evaluation, longitudinal follow-up, infrastructure, and teacher training. It is concluded that gamification has the potential to make History teaching more dynamic, provided that it is linked to pedagogical intentionality, teacher mediation, and the construction of historical meanings.