A ludicidade no ensino de língua inglesa: um relato de experiência em escola pública de Presidente Figueiredo (AM)

Abstract

This paper presents experiences from pedagogical practice developed during the undergraduate course in English Language Teaching, highlighting the use of playfulness as a central teaching tool in the school context. The study is based on an experience report carried out with lower secondary (Ensino Fundamental II) and upper secondary (Ensino Médio) students in public schools in the municipality of Presidente Figueiredo, Amazonas, during Supervised Teaching Practice I and II in the years 2024 and 2025. This research aimed to reflect on a methodological approach that integrates playful practices into English Language teaching. To this end, active methodologies were observed, aiming at the development of oral interaction, listening comprehension, vocabulary expansion, and student engagement. The results indicated that the use of playful practices promotes motivation, active participation, meaningful learning, and the development of communicative competence in English. In addition, it became evident that such strategies require planning, adaptation to context, and knowledge of the students’ sociocultural specificities. It is concluded that playfulness constitutes a relevant pedagogical resource for promoting more dynamic, inclusive, and contextualized English teaching, also contributing to both initial and continuing teacher education. Keywords: playfulness; English Language teaching; Active Methodologies; games and playful activities.