A LUDICIDADE NO PROCESSO DE ENSINO E APRENDIZAGEM NA EDUCAÇÃO DE JOVENS E ADULTOS (EJA): realidade, possibilidades e limites

Abstract

The present work discusses about ludicity in Youth and Adult Education (EJA), with the purpose of investigating whether it is present, and if so, how it has been worked. This is a qualitative research. The general objective is to investigate the reality, possibilities and limits of ludicity in the teaching and learning process in Youth and Adult Education; and, specifically, a study from the Colégio Estadual Professora Lourdes de Oliveira Sampaio (CEPLOS), located in Luziânia, state of Goiás. While specific objectives were established: reflect from theoretical bases on ludicity and theoretical and legal references on EJA; carry out field research at the selected school and, finally, contextualize, describe and analyze the observations and data collected in the field research. The methodology adopted for this research was qualitative, with the modality of case study and the technique of observation and semi-structured interviews. The authors used in the research, which make up the theoretical framework, in particular, are: Arroyo (2005), Freire (1967) and Luckesi (2014). At the level of final considerations, it demonstrated that the ludicity or the ludic methodology motivates the EJA student for learning, since this methodology uses attractive instruments and dynamic activities, which deconstructs the negative image that the EJA student has of education, after all, the adult, due to his background of school experiences or his work activities, has a different way of learning from children. On the other hand, we identified that the ludic in EJA is little present or almost non-existent, because what happens in reality are similarities of methodologies that were successful in Elementary School.