Do bicho-papão à matemática lúdica uma jornada entre a literatura clássica e a inovação pedagógica

Abstract

This paper presents a reflection on the impacts of fear of Mathematics on the school trajectory of children, young people and adults, proposing as a pedagogical alternative the teaching of play combined with literature. The research has as its starting point the perception that many students develop an aversion to Mathematics from the first years of school, which can compromise their learning and their relationship with logical-mathematical knowledge throughout life. Based on this and the problem – INSERT THE QUESTION – how can playful stimuli and mathematical narratives, especially through the work The Man Who Counted, by Malba Tahan, contribute to making the learning of Mathematics more accessible, meaningful and enjoyable, especially in childhood? The study aims to investigate how playfulness and mathematical narratives, especially through the work The Man Who Counted, by Malba Tahan, can contribute to transforming the experience of learning mathematics into something more accessible, meaningful and enjoyable. This is a qualitative study with a bibliographical approach, whose sources were selected from a mapping of theses and dissertations in the CAPES Catalog, covering the period from 2015 to 2025. Fifteen academic papers that relate Malba Tahan's work to mathematics teaching were analyzed, with a focus on logical challenges, playfulness, and teacher training. The results indicate that the use of narratives, games, video classes, and WebQuests can enhance learning, reduce emotional barriers, and increase students' interest. The work also proposes practical experiences, such as the creation of an intergenerational lesson plan and the production of an educational video, which demonstrate the applicability of playful teaching in both early childhood education and in the education of young people and adults. It is concluded that pedagogical strategies based on playfulness, interdisciplinarity, and the appreciation of multiple languages can contribute significantly to making mathematics more welcoming, humane, and effective.