TEACHER TRAINING FOR THE USE OF DIGITAL GAMES: MAKING CLASSES IN THE FINAL YEARS OF ELEMENTARY SCHOOL MORE DYNAMIC AND PLAYFUL

Abstract

This article discusses teacher training for the pedagogical use of digital games as a strategy to make classes in the final years of elementary school more dynamic and playful, without losing curricular intentionality. The objective was to understand how teacher preparation influences the choice, application, and evaluation of game-based activities, favoring engagement and meaningful learning. The methodology adopted was bibliographic research, with analysis of academic productions and educational documents that address digital culture, active methodologies, digital games in education, and competency development. The results indicate that digital games have greater potential when integrated into didactic planning, organized in stages (contextualization, guided use, and systematization) and accompanied by active teacher mediation, focusing on collaboration, argumentation, problem-solving, and reflection on strategies. It was also observed that the effectiveness of the resource depends on clear evaluation criteria, valuing processes and not just scores or performance, in addition to institutional conditions such as management support, planning time, and continuing education. It is concluded that teacher training is a decisive element in transforming digital games into consistent pedagogical practice, expanding student participation, authorship, and motivation, while simultaneously strengthening learning aligned with contemporary school demands.