Letrar e alfabetizar na dimensão da ludicidade: sugestões pedagógicas

Abstract

This study aims to examine the foundations of the literacy and literacy process in the context of play, aiming to propose game and play activities that favor the improvement of reading and writing in the 2nd year of Elementary School. It is based on the assumption that literacy and literacy with playful practices provide greater development of reading and writing, given that games and play are attractive and perform logical, affective and social functions. It is based on the studies of Coria-Sabini and Lucena (2012), Magda Soares (2017), (2020); Molys (2002) TizukoMorchida Kishimoto (2011) among others. It adopts as methodological procedures the bibliographical research and the field research carried out at the Benedito Sabbak Thomé Municipal School. The results and discussions show that pedagogical activities that use playfulness as a facilitating aspect for the teaching-learning process obtain the voluntary participation of students because they promote attentive, easy and directed interactions. The main result of the research is that playfulness bridges the gap with education and promotes the acquisition of reading and writing, which is why it should be ensured as a directed action in literacy and literacy.