Concernente à utilização didático-pedagógica da ludicidade em aulas de língua inglesa no contexto do ensino médio atual

Abstract

This bibliographical research, by demonstrating that is aware of the historically challenging scenario for the English language teaching in the context of Brazilian high school education, aims to analyse, above all, the theoretical perceptions concerning the approach to the polysemic concept of ludicity/playfulness, as well as to verify and understand the implications provided by its use for didactic-pedagogical purposes in English language classrooms in the context of current Brazilian high school education in times of globalisation, considering the type of treatment given to the theme both in the scope of academic research and in the political- educational scope, as well. Therefore, methodologically, as a manner to fulfill these specific objectives, non-metric data obtained from secondary sources were used, amongst which are the researches of Fortuna (2000); Luckesi (1998; 2004); Pinheiro and Silva (2017), as well as a study conducted by teachers Oliveira and Novelli (2016), which proposed the implementation of a playful/ludic intervention project in the classroom of the 2nd year of high school in a public school located in the federative unit of Paraná. In this way, it was understood that, since the event provided a temporary change in the local routine, at a first moment, the students demonstrated reasonably undisciplined reactions. However, as the proposed content-based activities were applied ludically/playfully and with due discipline, then, according to a questionnaire submitted to them, favourably, it was learnt for example, they experienced states of contentment, improved concentration skills and understanding of contents, amongst other results.