REFLECTIONS ON CONCEPTIONS OF PLAYFULNESS IN SCIENTIFIC ARTICLES BY CAPES AND SCIELO (2017-2021)

Abstract

This article approaches ludicity in the field of education. Specifically, it seeks to explain how the ludic has been approached and debated in scientific journal articles. To this end, a literature review study was carried out in the Scielo and Capes databases, in which scientific articles published between 2017 and 2021 were considered. Twelve articles were selected, of which: two articles deal with related research to these and are explained in the second section; two articles investigate the concept of ludicity, addressed in the third section; and, finally, eight articles address ludicity and education and focus on three conceptions of ludicity, as a child's right, as a Production of Culture and as a possibility of teaching in pedagogical practice. It is concluded that the ludic is a space for exchanges, socialization, expression and meaning and that this can justify the heterogeneity of understanding of ludicity in the investigated scientific production. This study, in addition to systematizing field research, presents what is common and specific in each of them and makes it possible to see gaps to be deepened and problematized in the area of playfulness and early childhood education.