Possibilidades e limites do uso de atividades lúdicas para o ensino de ciências

Abstract

This paper focuses on an analysis of possibilities and limits that can be found when developing playful educational practices in science classes. We analyzed 15 scientific publications from 2008 to 2019, applied with elementary school students, from public and private schools in various locations in Brazil. With this, the results obtained for the appropriation of new knowledge by the students are evaluated and the teaching and learning process is made up, in addition to the difficulties that may permeate such practices in the school environment. Among the possibilities, it is worth exploring knowledge, sharpening curiosity, broadening interest and with this development. In relation to the limits, it was identified minimal investment of resources for the application of activities, initial demotivation of students by the usual theoretical classes and the little use of playful resources as teaching methodology. Recreational activities can contribute to the expression of the imaginary and create an environment of relaxed. They are also instruments of significant importance for science classes today, as they act as a methodology to encourage social and cognitive development, increasing socialization and learning pleasure.