O lúdico no ensino de inglês: estratégia essencial para o desenvolvimento da oralidade

Abstract

This study addressed playfulness as a resource for learning English. The objective of the research was to present playfulness as a fundamental resource in the development of oral skills in English. It brings important considerations about how the English language appears in the National Common Curricular Base (BNCC), an institutional document sanctioned in 2017, which presents the specific competencies of the language area in which the English language curricular component is included, as well as the six specific competencies of the English language, and also makes considerations of the National Curricular Parameters PCN, a document from 1998. At another time, Santos (2000) and Antunes (1999) appear, with considerations about playfulness as a learning resource. In relation to Almeida Filho (2015), Conserva and Silva (2016), their theoretical contributions were on the communicative approach. Santos (2001) and Besseti (2006) theorize about the role of the English language educator. Portela (2006), Goes (2023) and Valente (1993) theorized about the internet, digital games and orality. Regarding the methodological approach, the research followed the path of bibliographic research, of the qualitative type. Both hypotheses were confirmed during the research, proving that games and play help in the development of orality, and that the English language teacher is successful when using methodologies that encourage problem-solving.