The present work seeks to present the Gamification practice - inserted within Education 3.0 - from a contextualization on all models of education, throughout history, until reaching the Digital Age, where a shocking problem arises: the students' demotivation studies, once observed by them that this reality does not follow the technological scenario that surrounds them. In this way, the work has the general objective of answering the question of "Why Gamificar?", And the specific objectives are to present the Gamification practice and its concept as a bet of Education 3.0 to engage the technologies in order to solve the indicated problem, as well as the benefits of integrating this practice into teaching. The research was done in a qualitative way, and the methodology used was exploratory and descriptive. As a result, it was possible to find the benefits of integrating Gamification into teaching, and how it can solve the observed problem, concluding that the practice may be one of Education 3.0's bidders, adapting dynamically to students and technology.

The traditional school finds, at present, difficulties to maintain the concentration of the student and to foment its desire to learn. Faced with this reality, the use of educational games is one of the ways to motivate the student to participate actively in the activities. The main objective of this article is to analyze, from educomunicative premises, how the use of games in the classroom is made. As specific objectives was defined: Characterize what are educational games and games; to make a bibliographical survey of the case studies of game application in classrooms; emphasizing how to use games in the classroom can improve learning; reflect on possibilities of applying these games from the view of educommunication. This is a qualitative research, from a bibliographical survey and content analysis that investigated the case study articles published in scientific journals, through an educomunicative perspective. En el caso de que el uso de juegos en el aula ayuda al aprendizaje.

O presente artigo tem como propósito realizar uma reflexão sobre os desafios do Ensino Remoto nas escolas públicas brasileiras durante a pandemia da COVID-19. O objetivo geral é identificar quais foram os principais desafios enfrentados pelas escolas para a implantação do Ensino Remoto e as possibilidades encontradas para garantir que os seus estudantes tivessem acesso às atividades pedagógicas e mantivessem o vínculo escolar. Para isso, iniciamos uma pesquisa bibliográfica a partir de leituras de estudos já publicados sobre o tema e realizamos uma busca em sites de notícias que trazem reportagens sobre o ensino remoto. Através do estudo podemos constatar que grande parte dos alunos de escolas públicas, ainda não têm acesso ao ensino remoto que ocorre de forma online através das plataformas digitais e para realizar as atividades precisam ir até a escola buscar o material impresso. Por meio deste estudo, percebemos a necessidade do apoio do poder público para garantir a inclusão digital e melhoria da infraestrutura das escolas, para que possam se adequar a uma nova realidade quando o retorno presencial às aulas for possível.

The present work seeks to present an important reconfiguration of teaching in the current era in relation to technology: the insertion of the practice of Gamification in teaching. This study will be based on a brief contextualization about the insertion of technology in teaching and how it has been constructed throughout history to this day, thus, it aims to understand the practices related to the Gamification method in context of teaching, aiming to answer the problem of "How to Gamify? ", Using a qualitative, descriptive and exploratory research. From this situation, as a result, it was possible to analyze and reveal different recurrent applications of this method, focused on learning. The research also clarifies the increased interest and motivation of young students, who are exposed daily to Gamification in the school environment, bringing a new format of education and engagement.

É no meio online, principalmente, que a marca Melissa interage com seu público, estando presente e atuante no ambiente digital. Neste sentido, este trabalho identifica, descreve e analisa os usos da mídia social Facebook pela Melissa observando quais fases da presença digital (SRUTZEL, 2015) são atingidas pela marca por meio de uma pesquisa qualiquantitativa, utilizando a análise de conteúdo. Constatou-se que a marca está inserida nas quatro fases da presença digital e consegue gerar engajamento.Palavras-chave: Presença Digital. Engajamento. Ambiência Digital. Mídias Sociais.