O lúdico no ensino de Química: uma revisão de literatura em periódicos nacionais

Abstract

Chemistry teaching in high school faces challenges related to the abstract nature of its contents and low student engagement, which has stimulated the search for more dynamic and participatory methodologies. In this context, ludic activities emerge as promising alternatives to foster learning and make classes more meaningful. The objective of this work was to analyze the approaches and applications of ludic activities in Chemistry teaching, considering articles published in national journals between 2021 and 2025. This research was conducted as a systematic literature review, with a qualitative approach and exploratory nature, carried out in the Google Scholar database and the journal Química Nova na Escola (QNEsc). Eleven articles were selected based on inclusion criteria regarding publication period, theme, focus on High School, Portuguese language, and qualified scientific journals. The results showed a wide diversity of games used, such as board games, card games, digital games, theatrical activities, and questions and answers, mostly applied in the first year of high school. It was identified that atomic models, the periodic table, and organic functions were the most applied contents in ludic games. Overall, the studies indicated improvements in engagement, conceptual understanding, logical reasoning, and student participation compared to traditional teaching. It is concluded that ludic activities are effective pedagogical tools for improving Chemistry learning, contributing to more attractive classes. Keywords: chemistry teaching, educational games, learning.