Ludicity: conceptual comprehension of graduate students in education

Abstract

Ludicity, present in the current vocabulary of many Portuguese speakers, is understood simply as a synonym of recreation or “playing games”, most notably linked to the lives of younger children. Upon accessing the literature, studies and discussions surrounding this subject matter, undertones of academic bias may be present. This article presents answers to the guiding question: How do graduate students in education comprehend the concept of ludicity? Academic works by Luckesi (2014), Lopes (2014) and Moraes (2014) were referenced for in-depth, theoretical understanding of the topic at hand. The overarching goal is to analyse conceptual comprehension around ludicity through the viewpoint of graduate students in education. Specifically, the objectives were: to bolster the concept of ludicity and its semantic field, constructed by the students; to identify relationships between ludicity and education; and to recognize the singularities of ludicity and its potential activities according to the students’ perspective. The subject matter is justifiable due to the theoretical and practical contributions made to academic discussions around ludicity in the context of higher education, thus enriching educators’ professional preparedness in implementing ludic methods in their classrooms. From a methodological standpoint, the present work is a qualitative case study, realized collectively with students who had a curricular component linked to ludicity which was offered in a federal institution of higher education in Brazil. The data interpreted in the analysis originate from online retrieval systems. In this interpretation, other literary sources expand the discussion, such as: Caillois (1990), Brougére (1998), Huizinga (2000), Luckesi (2000), Retondar (2007), Holzapfer (2003), Kishimoto (2011) and D’Ávila and Leal (2012). Among other conclusions, it is of note that Luckesi’s concept of ludicity as totality, fulfillment and an internal, subjective state was internalized collectively from a student standpoint.