Uma experiência com o uso de atividades lúdicas dentro de uma perspectiva crítica no processo de ensino/aprendizagem de língua inglesa como língua adicional

Abstract

This study aimed primarily to reflect on the outcomes of two classes taught to third grade students at a public school in São Miguel dos Milagres, Alagoas. The classes utilized playful activities within a critical perspective. As expected, the use of these playful resources positively impacted student interaction in the selected group. However, the critical perspective emerged as the main motivational factor, significantly contributing to student motivation and participation. The theoretical foundations drawn upon included Nogueira (2008) and Martins (2007) for playfulness and technological tools; Morais, Filho, and Freire (2018) for maker culture; Tavares (2013) and Da Rocha Franco (2020) for playfulness and critical thinking; Indalécio and Ribeiro (2017) and Hostetter (2006) for cognitive skills of digital natives; and Janks (2010) and Janks (2013) for critical literacy. The reflection prompted by the case study data demonstrated that despite the limited variety of digital resources, the use of playful activities within a critical perspective fosters greater engagement and participation, underscoring the importance of nurturing critical thinking in the classroom with children.