USE OF INTERACTIVE MATERIALS AND THEIR INFLUENCE ON THE LASTING AND PLAYFUL RETENTION OF KNOWLEDGE IN THE BPTRAN IN SCHOOLS PROJECT

Abstract

This article analyzes the impact of using interactive materials in traffic education for children, based on the experience of the BPTran in Schools project developed by the Military Police of Paraná. The objective is to verify how playful resources favor the understanding and long-term retention of knowledge among elementary school students. The materials used include comic books and activity booklets, board games, quizzes, a breathalyzer simulation, a safe crossing activity, and an educational van—all designed to promote learning through practical experience and emotional engagement. The research adopted a qualitative approach, conducted with 20 teachers from participating schools through open-ended questions. The responses were analyzed according to theoretical references on playfulness and child learning (Piaget, Vygotsky, and Kishimoto), allowing the assessment of educators’ perceptions of the materials’ effectiveness in the teaching process. The results show that interactive resources increase students’ interest, encourage active participation, and foster socioemotional skills such as empathy, collaboration, and a sense of responsibility in traffic behavior. It was also observed that students remain engaged with the materials after the activities, indicating knowledge retention and the dissemination of what they learned within their families. It is concluded that playful strategies are an effective pedagogical tool for traffic education, contributing to the formation of more aware and responsible citizens committed to road safety.