O lúdico nos livros didáticos de ciências do 1º ano do ensino fundamental i do PNLD 2023: analisando atividades que estimulam a aprendizagem com o lúdico

Abstract

This study examines the presence, diversity, and pedagogical quality of playful activities in two science textbooks for first grade elementary students approved by PNLD 2023 and widely distributed across Brazil. The research assumes that play serves as a fundamental teaching strategy in early schooling by fostering children’s cognitive, emotional, and social development. Its primary aim is to evaluate how each textbook employs games, experiments, and stories and to assess their alignment with the National Common Curricular Base (BNCC). Employing a mixed quantitative and qualitative approach, the analysis involves systematic document review and comparative assessment of activity frequency, variety, complexity, and curricular relevance. Findings indicate that while both textbooks include playful elements, they differ markedly in execution: “A Conquista – Ciências” emphasizes simple experiments yet lacks depth and critical engagement, whereas “Ápis Mais – Ciências” offers a more balanced integration of games, experiments, and narratives, featuring more creative and curriculum coherent proposals. Across both works, however, opportunities exist to deepen the educational intentionality of playful tasks. Well designed playful activities demonstrably enhance student engagement, autonomy, and scientific reasoning. The study concludes that playfulness must be treated as a core structuring principle in science education rather than a supplementary add on. These insights contribute to ongoing discussions on textbook quality in public schools and underscore the need for selection criteria that prioritize active methodologies and learner centered approaches.