Entre a ludicidade e as aprendizagens em ciências: uma mediação a partir de brinquedos e brincadeiras científicas

Abstract

Playfulness is considered by many studies to be an important ally in the teaching and learning process. It is assumed that its ability to transform learning into a more enjoyable and engaging experience can facilitate the assimilation of content, making classes more attractive and interesting. In this study, we analyzed the relationship between playfulness and the types of learning it can foster through the mediation of toys and scientific play in science classes. The term "learning" is used in the plural because we consider that playfulness mobilizes other forms of learning beyond the cognitive. The central question of the research seeks to investigate to what extent playfulness can enhance science learning among early elementary school children, mediated by scientific toys and play. The methodology was based on participant observation and action research with a qualitative approach. The data consisted of observations and records made by 4th-grade elementary school students during investigative scientific play activities (ISPA). ISPAs are activities that involve moments of investigation, hypothesis generation, play, and records made by the students. The data analysis showed that ISPAs promoted greater integration among the children, increased autonomy, and fostered child agency. There were also signs of conceptual understanding and stimulation of the creative process. We conclude that playfulness is an important strategy in science classes. However, its relationship with scientific learning is not direct or deterministic, but rather a form of mediation that opens up a rich field of possibilities, which can lead to more effective scientific literacy.