Playing in EJA, is that possible? The ludic as a mechanism for geographical literacy and inclusion in the teaching of young people and adults in Recife

Abstract

Context: This study refers to a pedagogical intervention carried out in classes of the Youth and Adult Education - EJA - Final Years modality, at the São Cristóvão Full-Time Municipal School, located in the outskirts of the northern zone of Recife-PE. The overall objective was to provide meaningful learning for EJA students about the layers of the Earth, through play and ludic activities. Methodology: The adopted methodology was based on a collaborative approach, using procedures such as dialogic expository lessons, short video presentations, the virtual game from the wordwall digital platform, coloring drawings, building a globe with modeling clay, discovering the behavior of the Earth's layers through cutting the globe, and group discussions. Considerations: The achieved results include student engagement, contextualized understanding of the content, the inclusion of illiterate and autistic students in the teaching-learning process, and teachers' reflection on using play and ludic activities in teaching. It is concluded that playfulness reveals that learning can be fun, regardless of age or stage/modality of education, enabling the construction of meaningful inclusive learning experiences.