As atividades lúdicas no ensino da língua espanhola na educação básica brasileira

Abstract

This study revolves around the contributions of national scientific research on the concept of playfulness in the learning of the Spanish language in Basic Education. The primary objective of the research was to investigate the concept of playfulness in the construction of knowledge of the Spanish language in scientific studies focused on Basic Education in Brazil, in addition to identifying the types of play activities presented in Brazilian research. It aimed to examine the theoretical perspectives adopted by these studies and analyze their contributions to the concept of playfulness for the learning of the Spanish language in Basic Education. The work involved descriptive bibliographic research and relied on content analysis of articles from national journals, monographs, theses, and Brazilian dissertations. The results revealed that playfulness plays a significant role in the teaching and learning process of Spanish as a second language, providing a more stimulating and productive environment for students in Basic Education. Various types of play activities were identified in Brazilian research, demonstrating a variety of approaches used to promote playfulness in the educational context. These approaches are grounded in theoretical foundations, involving contributions from renowned researchers such as Vygotsky (2010), Spinelli (2011), Melo (2013), Luckesi (2014), Rodrigues (2015), Olani (2016), Oliveira (2017), Pini (2017), Costa (2018), Freitas (2018), Baptista (2019), Mendes (2020), Silva (2020), Anjos (2021), and Carvalho (2022). The presence of these theories in this research highlights the variety of theoretical perspectives that support practical activities for the promotion of playfulness, thus contributing to the enrichment of the Brazilian educational landscape.