Jogos potencialmente lúdicos na educação de jovens e adultos: mapeamento da produção acadêmica na última década (2014-2024)

Abstract

Youth and Adult Education (EJA) is a teaching modality aimed at educating individuals who did not have access to or continuity of studies in Basic Education at the regular age. Despite its social relevance, this modality still faces challenges related to pedagogical practices developed in the classroom, especially regarding the adoption of methodologies that consider the specificities of young, adult, and elderly students. In this context, the present study aimed to analyze the configuration of knowledge production on the use of potentially playful games in Youth and Adult Education in the last decade (2014-2024), based on the following guiding question: how do the articles published in this period address the use of these games in EJA? The research is characterized as qualitative, of a bibliographic nature, based on the methodological approach proposed by Lima and Mioto (2007). Data collection was carried out on the CAPES Periodicals Portal, through the selection and analysis of ten scientific articles, among the few studies identified on the subject. The results showed that games with playful potential can be adapted to different content and, when incorporated into lesson planning, constitute important strategies to favor the teaching and learning process. However, challenges related to their implementation were identified, such as insufficient teacher training, limited pedagogical resources, and a scarcity of research specifically focused on Youth and Adult Education (EJA). It is concluded that the use of games in EJA should recognize students as central subjects of the educational process, valuing their experiences and life trajectories. Furthermore, when guided by pedagogical intentionality, these resources can significantly contribute to strengthening educational practices and promoting more meaningful learning.