THE USE OF GAMES AND ACTIVE METHODOLOGIES IN YOUTH AND ADULT EDUCATION

Abstract

This article addresses the use of games and active methodologies in Youth and Adult Education (EJA), highlighting their potential to increase engagement, participation, and meaningful learning. The objective was to reflect on how these strategies can contribute to making teaching more coherent with the specificities of the young and adult public, favoring retention and the social meaning of schooling. The methodology adopted was bibliographic research, with a review and analysis of academic productions and educational documents related to EJA, playfulness, problem-solving, and formative assessment. The results indicate that didactic games and active practices tend to strengthen interaction among students, reduce insecurity in the face of error, and stimulate the collective construction of knowledge through challenges, cooperation, and decision-making. It was also observed that teacher mediation and intentional planning are decisive aspects so that playfulness does not become superficial, but rather a pedagogical resource aligned with learning objectives. It is concluded that the pedagogical integration of games and active methodologies can enhance adult education by promoting more dynamic and contextualized classes, provided that it respects the reality of the classes and is accompanied by guiding assessment practices. Finally, investment in teacher training and applied studies investigating results in different school contexts is recommended.