This research presents the playfulness in the methodology of Libras as L1, which promotes interactivity, independence, cognitive, motor and linguistic development in deaf students. Playfulness as a method adopted by teachers of Libras can stimulate in their students the acquisition of visual perspective, interest in the classroom and quick thinking. The theoretical contribution pertaining to the concepts of playfulness in teaching practice was based on Barcelar (2015) and Luckesi (2014). As for ludicity as a strategy for Libras as L1, it was supported by Modesto and Rubio (2014) and Lohn (2015). In regards to playfulness as a promoter for meaningful learning, the research was supported in Mineiro and D'Ávila (2019), Lohn (2015), Luckesi (2002;2014) and Basso, Strobel and Masuti (2009). The methodology chosen for this
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study was that of qualitative approach, having as method the bibliographic and field research, in the context of a school, with a total of four participants, two deaf teachers and two deaf students, with the use of questionnaires, and content analysis of Bardin (2016) who defines a set of methodological tools in constant improvement and applied to " speeches ". The results found were that the ludicity is an effective promoter for the teaching of Libras as L1, in elementary education and promotes the full performance of teachers, which imposes the finding that ludicity is a methodology which stimulates students in efficient learning, respecting the use of visual resources, promoting the space-visual perspective and greater participation of the students.
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