In the framework of continuous improvement of university education, the corresponding bodies are attentive to the good practices detached by the agents that comprise them. In this study, gamification in the mathematics learning process is described from the perspective of 286 students identified by non-probabilistic intentional sampling. Under these arguments, the methodology of the study is non-experimental, descriptive ex-post-facto level; the data for the analysis were collected in two stages: first moment in an instantaneous way to be able to perceive directly the gamification in the learning of mathematics through the Mentimenter tool; in second moment, the questionnaire was applied with 33 items composed of three dimensions: dynamics, mechanics and component from the contributions of Kevin Werbach. The results attributed to the study show that gamification, from the student's perspective, is a dynamic tool for the learning of previous concepts of Basic Mathematics and Mathematical Complements in the first academic semesters; in addition, the teacher plays the role of facilitator and the student responsibly manages his space and learning environment.

A pesquisa visa compreender o significado profundo das experiências vividas pelos professores envolvidos, no que se refere à responsabilidade e atitude que assumem durante o processo ensino-aprendizagem. São aqueles que respeitam os ritmos de aprendizagem, utilizam várias estratégias e recursos que promovem a formação de atitudes, o desenvolvimento de capacidades; sempre promovendo a curiosidade inata pela natureza, e por sua vez, o respeito pelo lugar onde vivem. A amostra é composta por cinco professores, utilizando a anedota para coletar suas experiências, bem como a entrevista conversacional. A pesquisa foi desenvolvida a partir de uma abordagem qualitativa, método fenomenológico hermenêutico e paradigma interpretativo. As características individuais foram identificadas como: frustração, aceitação, motivação e satisfação, como parte de suas experiências e o significado do grupo ou categoria emergente. Em conclusão, foi a reflexão do professor, como processo metacognitivo fundamental para a transformação do ensino.

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The objective of this research is to demonstrate the influence of organizational communication on knowledge management in postgraduate teachers in Northern Lima universities, in the context of COVID-19, for this purpose a quantitative approach was proposed; analyzing statistical data, explanatory level; arguing the impact of one variable on the other, non- experimental, transactional, and correlational. Two questionnaires were applied to a sample of 112 postgraduate teachers, which have reliability according to Cronbach's analysis more than 0.8, whose Cox and Snell results of .590 and Nagelkerke equal to .676, revealed that the organizational communication variable influences probabilistically between 59.0% and 67.6% in knowledge management. The most representative findings agree that communication has a humanistic approach due to the high interaction and trust that it generates among collaborators and that confinement has been a barrier to the transmission of knowledge, therefore, it is concluded that the creation, storage, transmission, and application of knowledge has been significantly affected by limited communication in this pandemic time.