A ciência lúdica no ensino médio: construção de saberes

Abstract

The panorama of studies on science teaching highlights emerging issues about teaching practices applied at the level of education. Furthermore, even though the importance of teaching Science since the beginning of Basic Education is admitted, it still faces a residual and restricted space in which concepts are only disseminated and students remain in the position of interlocutors and not participants in this process, given that the school practices have been presented, mainly, with prominence in the expository classes, with diminished participation of the students in their learning process. Linked to this, some researches have been developed with the scope of subsidizing the constitution of pedagogical practices based on playfulness as a tool that facilitates learning and scientific concepts. Therefore, the present work, of a theoretical nature, aimed to contemplate ludic activities in science teaching, as well as its results, making it possible to contribute to the resizing of the teacher's actions and attitudes based on the possibilities of ludic intervention in their practice and the effects that these activities produce. The analysis of the use of playfulness in the classroom made it possible to conclude that this tool, when carefully planned and developed, may represent a fundamental component of the teaching process that favors the learning of students in an enriching way.