O uso do lúdico no processo de alfabetização e letramento no 1° ano do ensino fundamental em uma escola pública de Timon- Ma

Abstract

This Final Course Paper aims to analyze the relevance of playfulness as a support and enhancement tool in the process of literacy and reading development of students in the 1st year of Elementary School. This is a qualitative research with a descriptive approach, developed in the empirical context of the Maria de Lourdes Leite Municipal Elementary School, located in the municipality of Timon, in the state of Maranhão, Brazil. Four teachers working in the 1st year of Elementary School participated in the study. The semi-structured interview was used as the data collection instrument, allowing the gathering of information about teachers’ perceptions and practices related to playfulness in the teaching-learning process. For the analysis of the data produced, the content analysis technique proposed by Bardin (2011) was adopted. The results show that the interviewed teachers indicate that the use of games, play activities, songs, among other teaching practices, contributes to the improvement of the educational process and facilitates students’ understanding. It is concluded that playfulness not only assists but also intensifies the construction and consolidation of assertive communication, orality, writing, and reading, thus configuring itself, in teaching practice, as a fundamental resource to enhance the literacy and reading development process in the 1st year of Elementary School.