Ludicidade e construção do conhecimento no ensino de Ciências: análise de publicações

Abstract

Science classes have become increasingly exhausting and uninteresting for students. The reason is probably the predominant use of lectures in the school context, being, in this way, playfulness an alternative to awaken the interest and participation of students during classes. This work had as objective to analyze the use of playfulness in Science Teaching as a facilitator of learning, through a bibliographic study, considering the period between 2016 and 2020. The following publications were used: Google Academician, CAPES Journal Portal, ARETÉ Magazine and SciELO. Only articles featured on the first five pages were included for selection or exclusion. In total, 34 articles were analyzed, which were categorized into: report experience, suggested activity and bibliographic survey. Some suggestions for digital tools were also suggested in this work due to the Covid-19 pandemic, which made it necessary to join Remote Learning. You experience reports were more frequent in the survey, with 25 articles. There were 8 activity suggestions and 1 bibliographic survey. The most series contemplated with playful activities were those of Elementary School, being Zoology and Human Body Systems the most covered contents. The students were able to express their satisfaction with the use of recreational activities during the classes through questionnaires or testimonials. Teachers too shared that students became more participative and interested. when these activities were applied. The results demonstrated the importance of using playfulness in the construction of knowledge in the teaching of Science. Keywords: Playfulness. Science teaching. Ludic.