Palavras-chave
Educação Médica
Aprendizagem Ativa
Motivação Intrínseca
Como Citar
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Resumo
Objetivo: Analisar as principais bases teóricas da aprendizagem utilizadas para fundamentar o uso da gamificação no ensino médico, discutindo sua interface com as metodologias ativas e suas implicações pedagógicas. Revisão bibliográfica: A revisão evidenciou que a gamificação apresenta elevada convergência com referenciais como construtivismo, socioconstrutivismo, aprendizagem experiencial, andragogia, teoria da autodeterminação e pedagogia crítica. Quando concebida como estratégia educacional intencional, a gamificação potencializa engajamento, autorregulação, aprendizagem significativa e desenvolvimento do raciocínio clínico. Entretanto, a literatura revela heterogeneidade conceitual, fragilidades metodológicas e uso recorrente de abordagens superficiais, frequentemente centradas em recompensas extrínsecas, com efeitos pedagógicos limitados ou inconsistentes. Considerações finais: A gamificação constitui um desdobramento coerente das metodologias ativas no ensino médico, desde que fundamentada em bases teóricas sólidas e alinhada a objetivos formativos claros. Persistem, contudo, lacunas relacionadas à fundamentação epistemológica e à avaliação de seus impactos educacionais, indicando a necessidade de maior rigor teórico e metodológico em futuras investigações.
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