2026-11-122026-11-122026-02-23RIBEIRO, Weyda Suyane Campos. Gamificação: explorando objetos de conhecimento da química e os objetivos de desenvolvimento sustentável por meio deescape room pedagógico. Orientador: Lucicléia Pereira da Silva. Coorientador: Everton Bedin. 2026. 91 f. Dissertação (Mestrado em Educação e Ensino de Ciências na Amazônia) – Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2026.https://portaldaposgraduacao.uepa.br/handle/riuepa/449AbertoEnsino de químicaGamificaçãoJogos educativosMetodologia ativaObjetivos de Desenvolvimento Sustentável (ODS)Chemistry educationGamificationEducational gamesActive methodologySustainable Development Goals (SDGs)DissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis study employed gamification, through the Pedagogical Escape Room (PER) strategy, as a methodological approach. The research problem was guided by the following questions: (i) how can the implementation of PER games contribute to the learning of Chemistry content associated with the Sustainable Development Goals (SDGs) in high school? and (ii) is it possible to develop the competencies of Creativity, Collaboration, Communication, and Critical Thinking (the 4Cs), related to the SDGs, through the gamification of the addressed content? Thus, the main objective was to analyze how gamification, through the design and implementation of Pedagogical Escape Room games, can promote the development of the 4Cs competencies by integrating Chemistry content with the SDGs in high school. Methodologically, this is a qualitative study with an applied nature, developed as a case study, conducted in a public high school with 3rd-year students. Data collection techniques included participant observation, student interviews, the application of questionnaires via Google Forms, and interviews with four groups of students. Data analysis was carried out through Content Analysis, supported by the IraMuTeQ software, using Similitude Analysis. The similitude graph, in the section on learning about the theme, revealed five communities which, after analytical refinement, resulted in two final categories: Understanding of climate change and its socio-environmental impacts, and SDGs and COP30 as axes of governance and climate action. In the section on developed competencies, three final categories emerged: Perceptions of the development of educational competencies; Mobilization of the 4Cs competencies in PER; and Learning mediated by PER, representing students’ perceptions of their experience with the approach. As an Educational Product, the game booklet entitled “ODSCAPE: A Sustainable Chemistry Adventure” was developed in 14 stages, implemented by the researcher, evaluated by the students, and validated by the examination committee. Finally, the results indicate that gamification, through PER games, constitutes a promising methodological strategy for teaching Chemistry in high school, especially when integrated with the SDGs and contemporary issues such as climate change, discussed in the context of COP30 held in the Amazon region of Pará.PPGEECA - Estratégias educativas para o ensino de ciências naturais na Amazônia