O lúdico no ensino da matemática: jogos como estratégia para a aprendizagem significativa nos anos finais do ensino fundamental

Abstract

This study, linked to the Lato Sensu Graduate Program in Education and Teaching Work at the Federal Institute Goiano (Trindade Campus, Goiás, Brazil), investigates the use of playful activities in Mathematics teaching. In this context, the following question is raised: to what extent does the bibliographic production on the use of games in Mathematics teaching reveal their contributions and limitations for meaningful learning in the final years of Elementary Education? The study aims to analyze the contributions and limitations of using games in Mathematics teaching for meaningful learning, based on the academic literature on the subject. The specific objectives are: to survey academic studies on playfulness and games in Mathematics teaching; to identify the contributions of these practices to meaningful learning; and to critically analyze the limitations and challenges associated with the use of games in pedagogical practice. The methodology consists of a bibliographic study with a qualitative and exploratory approach. The theoretical framework is based on the contributions of D'Ambrosio (2012), Freire (1996), Saviani (2013), Grando (2000), and Fiorentini (2014), whose reflections support the understanding of Mathematics Education, pedagogical mediation, meaningful learning, and the use of games in the educational process. The findings indicate that the use of games promotes student engagement, encourages participation, and contributes to knowledge construction by linking concrete experiences to learning. However, the results also show that their effectiveness is not automatic, depending on teacher planning, pedagogical intentionality, and the actual conditions of the teaching process. Therefore, games acquire relevant educational potential only when employed as a planned pedagogical mediation aligned with the purposes of educational work.