A ludicidade e o ensino da geografia : reflexões emergentes de um estudo bibliográfico

Abstract

This undergraduate thesis has as its object of study playfulness articulated with Geography teaching in Basic Education and in initial teacher education. The study aimed to analyze the undergraduate theses (TCC) of the Geography Teaching Degree course at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN – Natal-Central Campus) available in the Institutional Repository Memoria, identifying the approaches and conceptions regarding playfulness at the interface with the teaching of the subject. The methodology was based on a qualitative, bibliographic and exploratory approach, with a documentary survey in the repository within the time frame from 2016 to 2025, analyzing the universe of 29 works registered under the descriptor Playfulness. The theoretical framework drew on authors from the field of Geography, such as Callai (2003), Kaercher (2003), Moraes (2005) and Vesentini (2011), as well as scholars of playfulness and pedagogical mediation, such as Oliveira (1985), Friedman (1998), Bemvenuti (2009), Bordignon and Camargo (2013) and Lima (2020), in addition to the normative document of the National Common Curricular Base (BNCC, 2018). As a final result, it was found that there is an absence of research that addresses playfulness as a central theme or methodological resource in the investigated collection. The diagnosis revealed the existence of a gap between the playful practices developed in supervised internships and their scientific systematization, as well as the prevalence of studies focused on conceptual geographic content to the detriment of teaching methodologies. In view of this, the thesis concludes by pointing out pedagogical propositions and recommendations to foster playful intentionality and innovation in the institution's teacher education.