Ludicidade e Língua Portuguesa: contribuições, possibilidades e inserção para o desenvolvimento da leitura e escrita nos 6° e 7° anos do Ensino Fundamental na Unidade de Educação Básica Itapecuru-Mirim

Abstract

The present monographic work has as purpose, bring a reflection on the importance that the playfulness has as methodology in the teaching of Portuguese language, and how its insertion can bring significant contributions to the development of reading and writing. The study results from field research, having as its target audience, 6th and 7th grade students of the Basic Education Unit Itapecuru- Mirim, being subsidized by bibliographic research. Considering the various difficulties encountered in the teaching process, it is known that it is always necessary to adopt methodological practices that facilitate learning, and thus the playfulness is highlighted as a resource that strengthens reasoning, promotes creativity, and acts as a stimulus. Among the theorists that corroborate with the deepening of this study, we have: Huizinga (2012); Rau (2013); Kishimoto (1994,2003); Vygotsky (1991); Almeida (2003); among other authors who address the theme. Starting from basic research, with descriptive and exploratory nature, resulting from a quali-quantitative approach, this study has as main objective to highlight how the use of play in teaching Portuguese language can bring contributions to the development of reading and writing. Based on the results collected, it was observed that playfulness, although not assiduously used, brings several benefits in the field of learning, and that at this stage of education there are numerous possibilities for its insertion and applicability to influence a better development of reading and writing.