Intencionalidade pedagógica dos professores com a plataforma quizizz no 9° ano do ensino fundamental

Abstract

This dissertation is the result of research conducted within the Master’s Degree Program in Education at the Graduate Program in Education of the Western Paraná State University (UNIOESTE), in the concentration area of Education and the research line Culture, Educational Processes, and Teacher Education. The main objective was to analyze the functioning and pedagogical intentionality involved in the use of the Quizizz digital platform in lower secondary education, considering its application in pedagogical activities developed by teachers. The study is situated within the debate on the integration of digital technologies in basic education. Methodologically, the research adopted a qualitative approach, guided by the historical dialectical materialist method, and was developed through a case study. Data were collected through questionnaires administered to 13 teachers responsible for 9th grade classes in the municipality of Coronel Vivida, Paraná State, Brazil. The results indicate that Quizizz is predominantly used as a supporting resource in gamified activities aimed at reviewing and reinforcing content previously taught in the classroom. However, such use is not always accompanied by specific pedagogical planning. In some cases, its use is imposed on teachers and students as a mandatory requirement, often involving content that has not yet been studied, which generates resistance and dissatisfaction among those involved. Furthermore, factors such as teachers’ lack of time for planning, difficulties in accessing the internet, and socioeconomic inequalities limit access to the platform. These findings reinforce the idea that the adoption of digital technologies alone does not guarantee improvements in the teaching and learning process. The use of Quizizz can contribute to the diversification of pedagogical practices and support the consolidation of learning, provided that it is associated with clear pedagogical intentionality and aligned with the actual conditions of the school, supported by effective policies aimed at assisting teachers. Therefore, the research reaffirms that the integration of digital technologies in education requires critical reflection, planning, and contextualization, avoiding superficial or imposed uses that fail to engage with students’ realities.