ATIVIDADES LÚDICAS COMO ESTRATÉGIA PEDAGÓGICA PARA SUPERAÇÃO DE DIFICULDADES DE APRENDIZAGEM NO 2º ANO DO ENSINO FUNDAMENTAL: UM ESTUDO NA ESCOLA JOSÉ SECUNDO DE MARIA

Abstract

ABSTRACT: This article analyzes the contributions of ludic activities as a pedagogical strategy for overcoming learning difficulties in the literacy cycle, specifically in a 2nd-grade class at José Secundo de Maria School, in Itapipoca, Ceará, Brazil. The study adopted a descriptive qualitative approach and a case-study design. Data were collected over four weeks, in March and April 2026, through participant observation recorded in a field diary, a semi-structured interview with the classroom teacher, and two pedagogical workshops focused on reading/writing and logical-mathematical reasoning. The theoretical framework draws on reflections on playfulness, learning, and psychological development by Vygotsky, Piaget, Luckesi, Kishimoto, Freire, and Soares. The results indicate that intentional use of games reduced students’ anxiety about making mistakes, stimulated the Zone of Proximal Development through peer mediation, and increased engagement in school tasks. The study concludes that play in the school context is an important didactic resource for consolidating literacy and meaningful learning. Keywords: Playfulness; Literacy; Learning Difficulties.