BETWEEN COMPUTATIONAL COMPETENCIES, GAMIFIED STRATEGIES, AND FISCAL-CITIZENSHIP EDUCATION: A SYSTEMATIC LITERATURE MAPPING IN BASIC EDUCATION

Abstract

In recent years, the teaching-learning process has been widely discussed, particularly regarding the need for pedagogical practices that foster more constructive, motivating, and critical learning among students. This discussion is particularly relevant within the context of the National Common Curricular Base (BNCC), which guides the development of competencies related to problem-solving and citizenship education, while gamification emerges as a methodological strategy capable of enhancing student engagement and facilitating these processes. However, academic research indicates a lack of practical proposals linking these themes to the teaching of Personal Finance (PF) and fiscal education in alignment with the BNCC in a way that engages and motivates students. To investigate this gap, this study conducted a Systematic Literature Mapping (SLM) aimed at identifying, selecting, and classifying publications from the last five years that linked PF, gamification, fiscal education, and themes related to citizenship education in basic education. The selected studies were organized into two analysis groups: one focused on the intersection of PF and gamification, and the other on gamification applied to themes within the broader field of Economics. Within the analyzed corpus, studies on gamification in Economics-related themes predominated, accounting for approximately 64%, while studies associating PF with gamification represented approximately 36%. However, no proposals were identified that simultaneously integrated PF, gamification, and fiscal education within the context of basic education.