Jogos e brincadeiras: poencialidades no desenvolvimento da alfabetização e letramento no 1° ano do Ensino Fundamental

Abstract

The use of games and play has always been important for playful learning and linked to the development of learning in the early years, providing a more satisfactory literacy process. This research reflects on games and play, literacy and literacy, and the importance of this practice for meaningful learning. We defined the problem question as: How can games and games contribute to the literacy of children in the first year of elementary school?The general objective was to analyze the importance of games and play in the development of the literacy and literacy process in the early years of elementary school, with the specific objectives of investigating how games and play collaborate in the process of literacy and literacy for children in the first year of elementary school, characterizing the conditions, methodologies and resources of the teacher's practice when using games and play in the literacy and literacy process in the classroom, and proving how games and play are essential teaching tools in the literacy and literacy process. For the theoretical basis of this study, we established a dialog with authors such as Kishimoto (1996), Vygotsky (2008), Piaget (1998), Colello (2004), Aguiar (1998), Santos (2004), among others. We used field research as our methodological approach, with a qualitative approach. We established observation and a semi-structured interview as the technique and instrument for producing data, respectively. The study involved two 1st grade elementary school teachers from the public school system in the city of Timon - MA. The results showed the importance of using games and play as a pedagogical tool in the process of literacy for children in the early years of elementary school. There was a need for a closer look at the practice of games and play in the literacy process in the first year of elementary school, as teachers do not always introduce these activities to their students, due to the perception that they would require more time and dedication in planning. We therefore conclude that there is a need to include games and play in children's schooling, because through them it is possible to build more meaningful, dynamic learning that is connected to children's real desires and needs.