O papel do lúdico como estímulo no processo de alfabetização e letramento de crianças do 1º ano do Ensino Fundamental

Abstract

Considering the complexity of learning reading, writing and literacy skills, the objective was to investigate how playfulness can contribute to these processes, especially with children in the 1st year of Elementary School. To theoretically support this study, we turned to authors such as Soares (2005, 2009, 2014, 2016, 2020), Ferreiro (2011), Kleiman (2005), Rau (2013), among others. The empirical context was an elementary school in the Municipal Education

Network of Timon-Ma. The data were obtained through classroom observations, a semi- structured interview carried out with a 1st year elementary school teacher from the Municipal

Education Network of Timon-Ma and playful practices carried out by the researcher. Among the results, through observations and interviews, we point out the need for teachers to understand the contributions of play to this crucial stage in a child's life, so that its use in the classroom is frequent, aiming to add knowledge through activities different and fun. The results of the playful practices developed by the researcher proved that play, as a pedagogical resource, is a stimulus for the development of literacy and literacy, through the different types of language it contemplates, not limited to the textbook. It is concluded, therefore, that the integration of play into the teaching of reading, writing and literacy skills provides several benefits to students, given the challenges they face during this cycle. This allows the literacy teacher to use enriching proposals that stimulate students, resulting in greater attention, creativity, participation, autonomy, among other aspects.