The Ludic Game in The High School

Abstract

Speeches and interests on topics surrounding ludic, game, toy itself and the play in education are increasing in quality and in quantity in academic researches, however not necessarily relating to ludic actions inside schools. Despite pointing out the importance of ludic activities on one’s formation, regardless of age, the practice of a hard, strict, repetitive and decontextualized system, surrounded of all kinds of violence, continues to be enforced in school environments. Games and fun activities almost never happen, as they do not usually have a place, not even on “permitted” moments, such as festive activities and celebration dates. This study contributes with the historical contextualization around ludic and its surroundings, aiming to surpass the devaluation of its manifestations associated to serious activities, expanding the possibility of implementation at school, through fundamental elements of game and its characteristics, such as a propitious space for this manifestation. This objective is based on the belief that a ludic environment is favorable to a sharing and learning atmosphere. This essay has as foundation the ethnographic observations that took place in schools, mostly in public education, from primary to high school, for over 30 years of experience, in which the constant inquiries and reflections seen in the text are based. At the same time, such research has reemerged several times, along the way, in between planning, practice of new actions and reflections with analysis that has been made, looking for answers, even if interims. Bibliographic review orientated throughout this path point out multiples knowledge areas: Philosophy, Anthropology, Sociology, Psychology, Pedagogy, and Leisure Studies. Final considerations indicate a convergence on ludic actuation possibilities in school, using the game, toys or plays in any of those knowledge areas, considering the following: strategy, development and knowledge, to a more significant education/learning.