Sbaraini, Fabiana LeticiaQueiroz, Keyrolaz Victoria Pimentel2026-01-222026-01-222025https://repositorio.ifrr.edu.br/handle/123456789/289This Undergraduate Thesis aimed to analyze the role of playfulness in promoting students’ motivation and engagement in Physical Education classes, through a case study conducted at Escola Estadual Professor Carlo Casadio, located in Boa Vista – RR, Brazil. The research was based on experiences lived during supervised internships and, especially, within the Institutional Program for Teaching Initiation Scholarships (PIBID), where it was possible to observe the recurrent lack of interest among students in Physical Education classes, as well as the challenges faced by teachers due to the scarcity of resources in public schools. In this context, playful activities were proposed as a feasible, accessible, and effective didactic-pedagogical strategy to make classes more attractive, participatory, and meaningful. Grounded in authors such as Vygotsky and Kishimoto, the study evidenced the potential of playfulness to transform the school environment into a more dynamic, creative, and inclusive space, favoring the teaching and learning process. The methodology adopted was qualitative in nature, with a descriptive approach, and used participant observation, semi-structured interviews, and the application of questionnaires to two teachers in the field and approximately fifty-five elementary school students. The results demonstrated that the intentional use of playfulness constituted a relevant pedagogical resource, capable of promoting greater student involvement, even in contexts marked by structural limitations.pt-BRLudicidadeEducação físicaEngajamentoMotivaçãoEnsino-aprendizagemtcc_graduacaoCIENCIAS DA SAUDECIENCIAS DA SAUDE::EDUCACAO FISICA