A ludicidade no processo da alfabetização: jogos, brincadeiras como ferramenta de ensino

Abstract

This work aims to understand how playfulness, through games and games, contributes to the literacy process linked to literacy in the early years of Elementary School. The research is based on the understanding that literacy goes beyond the simple decoding of letters and words, involving meaningful practices that favor the child's active participation in the construction of knowledge. The study is based on the theoretical contributions of Vygotsky, Soares, Ferreiro and Kishimoto, which highlight the importance of social mediation, literacy and playing in child development. Methodologically, this is a qualitative research, of a descriptive and reflective nature, developed through a bibliographical review and experiences during the supervised internship carried out in a 2nd year elementary school class at a municipal school in Miracema do Tocantins. The activities involved involved games, games and recreational proposals related to the Cerrado Biome, such as reading in the can, balloon of discoveries, production of mini comic books and making educational materials. The results showed that playfulness favored students' interest, participation, creativity and interaction, contributing significantly to the development of reading and writing. It should also be noted that playful practices strengthen autonomy, self-esteem and the construction of meaningful learning, articulating literacy and literacy in real contexts of language use. It is concluded that playfulness constitutes an important pedagogical strategy, capable of promoting a more dynamic, contextualized and meaningful education in the early years of Elementary School.