O POTENCIAL DO LÚDICO NOS DIFERENTES ESTÁGIOS DA EDUCAÇÃO BÁSICA

Abstract

Playfulness in the educational context refers to the use of activities that stimulate student enjoyment, creativity, and engagement, such as games, play, dramatizations, and music, and is an essential pedagogical tool for children's cognitive, emotional, and social development. Considering the potential of playfulness, the objective of this study is to analyze the possibilities and limits of playfulness as a pedagogical tool at different stages of basic education, highlighting its importance in the comprehensive development of students and investigating the challenges educators face in its implementation. In this sense, the problematization arises from the need to understand how playfulness can be used effectively to promote learning, respecting the particularities of each student and the demands of the traditional educational system. The methodology adopted was bibliographic, based on the works of authors who discuss the relevance of playfulness in education. The research also used content analysis to organize and interpret the contributions of the reviewed studies. The survey of these works allowed for an in-depth analysis of pedagogical practices related to play, their advantages, and challenges, with a focus on the implementation of active methodologies that integrate play systematically and intentionally. The results reveal that play is a fundamental factor in the development of students' cognitive, emotional, and social skills, being essential in early childhood education and the early years of elementary school. However, the implementation of play faces obstacles such as a lack of material resources, educators' resistance to pedagogical changes, and the pressure for immediate results. The final considerations suggest that ongoing teacher training and the adaptation of pedagogical practices are essential for the effective integration of play into the school curriculum, promoting a more meaningful and engaging education for students.