O efeito e as percepções da ludicidade em alunos de escolas públicas do ensino fundamental e do ensino médio

Abstract

In Brazil, traditional expository teaching methods are the dominant approach in classrooms. In this model, the teacher is seen as the sole holder of knowledge, while students are passive recipients who simply listen and take notes. There is little to no active participation or collaborative construction of knowledge. This conventional, lecture-based approach is typical of technical education in most schools, where methods that deviate from this norm are often overlooked or discouraged. Although this teaching style is one of the oldest and most widely recognized in education, it has shown limited success in fostering deep learning. In contrast, incorporating playfulness and unconventional methods into teaching offers a more dynamic approach to education. Playfulness, which goes beyond simply using games, involves engaging students in a more interactive and participatory learning process. Research has shown that playful, hands-on approaches are more effective than traditional methods in promoting understanding and retention of knowledge. Therefore, integrating playfulness into the classroom is not just a creative alternative but an essential tool for enhancing the teaching and learning. This research addressed the effects of playfulness, such as the use of educational games to assist in the teaching of biology, in public school classroom environments for highschool and elementary school students. Three educational games were developed, in addition to two recreational activities and a scientific laboratory experiment. The perceptions of the methods used by teachers working in Brazilian public schools and undergraduate students from all over the country were also explored. The application of the games brought several benefits, including retention of students' attention and better understanding of the content, proving to be an effective teaching tool. Of the 48 public school teachers interviewed, 80% use this method once every two months, 10% used it once this year and 10% did not use this method. All those who applied this method noticed a significant difference in learning, and the most used were educational games and field classes. In total, there were 73 responses from undergraduate students. Approximately 68% of the students believe that recreational methods are not encouraged and explained in undergraduate courses and 60% believe that they are relevant and crucial for teaching, and can replace more traditional teaching methods. Thus, it is noted that the effect of playfulness as a teaching method is quite relevant and should be encouraged in the classroom.