O papel das práticas lúdicas escolares (jogos e brincadeiras) no desenvolvimento cognitivo e socioemocional de alunos dos anos iniciais do ensino fundamental

Abstract

This Undergraduate Thesis addresses the role of school games and playful activities in the cognitive and socio-emotional development of students in the early years of Elementary Education. The general objective of the research was to understand how playful practices contribute to the learning process and to the integral formation of children. To achieve this, a qualitative, bibliographic study was conducted, following the approach proposed by Gil (2002), and using academic sources such as SciELO, Google Scholar, the Brazilian Digital Library of Theses and Dissertations (BDTD), CAPES Journals, and institutional repositories. The theoretical framework was based on authors such as Piaget (1998), Vygotsky (1998), Kishimoto (2008), and Brougère (1993), who highlight the value of play as a mediator of child development and knowledge construction. The research corpus consisted of four academic Works, three doctoral theses and one master’s dissertation, produced between 2020 and 2025 and analyzed according to the proposed theme. The results show that games and playful activities, when pedagogically planned, promote meaningful learning, stimulate logical reasoning, strengthen interpersonal relationships, and foster socio-emotional skills such as empathy, cooperation, and self-regulation. Furthermore, the study points out that teachers play a central role in mediating playful practices, transforming play into an instrument of humanization, inclusion, and empowerment. It is understood that playfulness should be recognized as a pedagogical principle and a fundamental right of the child, constituting an essential resource for integral development, socialization, and the joy of learning.