Estratégias lúdicas no ensino de química: uma revisão integrativa

Abstract

The teaching of Chemistry requires methodologies that make learning more accessible and meaningful. Playful strategies, such as games and interactive activities, stand out for increasing student engagement and facilitating content comprehension. Thus, this study seeks to understand how these practices have been applied to make teaching more dynamic and aligned with current educational demands. The present study aimed to investigate, through a bibliographic review, the contributions of using playful strategies in Chemistry teaching. The specific objectives are: to analyze the main playful strategies used in Chemistry education; to describe how educational games have been developed in Chemistry teaching; and to reflect on the playful activities presented in current literature. The theoretical framework included authors such as Araújo and Leão (2021), Cardoso et al. (2021), Martins (2022), Oliveira (2023), Pacheco and Costa (2023), and Rosa (2023). The research was based on the analysis of 21 articles published between 2021 and 2025, selected from scientific databases such as Google Scholar, SciELO, and CAPES Journal Portal. The results indicated that the use of playful activities and educational games promotes meaningful, participatory, and enjoyable learning, fostering engagement and the development of cognitive and socio-emotional skills. It was observed that 52.3% of the studies analyzed the use of didactic games, 23.8% addressed playful activities, and another 23.8% discussed Chemistry teaching from theoretical and epistemological perspectives. Playfulness proved effective in bridging theory and practice, contextualizing content, and including diverse student profiles, including those with specific educational needs. It was also found that these methodologies depend on teacher preparation and institutional support for successful implementation. The study concludes that playful strategies are essential pedagogical tools for transforming Chemistry teaching, making it more dynamic, inclusive, and aligned with the demands of contemporary education.