Oficinas lúdicas como estratégias didáticas para o ensino de Filosofia na educação de jovens e adultos

Abstract

This work aims to articulate a critical analysis of Youth and Adult Education (EJA) in Brazil with an autobiographical narrative, proposing playful-philosophical praxis as a response to the crisis of meaning and the decharacterization of this modality. The research follows a qualitative bibliographic methodology that revisits the contradictory history of EJA—from advances inspired by Paulo Freire to the setbacks of MOBRAL, from the LDB legislation to the difficulties caused by recent budget cuts—and addresses the gap between an advanced legal framework and fragile political implementation. As an alternative, theoretically grounded in authors such as Freire and Huizinga, the paper advocates the integration of philosophy and playfulness not as a mere pedagogical technique, but as an existential stance. Philosophical play is presented as an exercise in freedom that enables the reconstruction of the relationship with knowledge and the authorship of thought. As a result of this research, we present a series of pedagogical workshops to be implemented in philosophy classrooms. It is concluded that, in the face of a precarious scenario, the ludic-philosophical praxis is configured as an act of political resistance and as a viable path to reaffirm EJA as a human right and an instrument of social transformation, in which the rigor of thinking and the joy of playing complement each other.