Perspectivas para a adoção da gamificação com ênfase na prosperidade global: reflexão do contexto administrativo brasileiro

Abstract

Gamification is the application of typical game elements in non-gaming contexts, and it can be applied in education, including in the field of Administration. With manipulable metrics and designs, in practice, games tend to exacerbate the inherent characteristics of the mode of production to explore real-world contexts, often reproducing an economistic vision of Administration within their elements. Global Prosperity, on the other hand, refers to a concept even broader than prosperity itself, recognizing the interconnectedness of economies, cultures, and ecosystems in a globalized world. It advocates for an integrated view of human development, prioritizing social and environmental justice on a planetary scale, requiring the overcoming of economic structures that frequently place financial growth above human and ecological well-being. This study aims to understand the aspects and perspectives of adopting gamification, considering the challenges of Global Prosperity. It employs a qualitative approach based on systematic and narrative literature reviews and the analysis of different perspectives, citing the point of view of researchers, teachers and materially of educational institutions and the job market, even if indirectly, to investigate how gamification and serious games can transform manager training, surpassing the prevailing mode of production. Gamification is understood as the use of characteristic elements of games in environments that are not geared towards entertainment, providing new approaches to training managers. Its implementation occurs through serious games, which are simulations developed with an educational objective in addition to entertainment. Data collection methods include structured online interviews with 35 Management professors and a systematic review of gamification and the application of serious games in Brazil. The results indicate that gamification, by integrating elements such as challenges and rewards, enhances engagement and learning retention. However, these elements are often applied with a positivist and economistic approach. Its implementation still faces significant barriers, including a lack of teacher training and institutional resistance to innovative curricula. The ideological frameworks of professors and academic productions tend to reproduce neoliberal dynamics by using metrics focused on efficiency, reflecting an inclination toward the reproducibility of state apparatuses. The research highlights that critical and adaptive training for both managers and educators is essential to address global challenges such as inequality and sustainability. It concludes that gamification is a viable and promising alternative for teaching Administration, provided it is applied strategically and contextualized to local realities. The study underscores the need for structural changes in education, advocating for the integration of active methodologies and teacher training to prepare managers better equipped to tackle global and interdisciplinary challenges.