A apropriação da fala por meio do brincar na educação infantil: realidade e sutileza

Abstract

This work aims to investigate how the playing practiced in early childhood education contributes to the development and appropriation of orality, listening and adequate interpretation of the context in which the initialization of the reading and literacy process is inserted. During this research, considerations were made about early childhood education throughout history and a brief report on the history of childhood. Therefore, we focus especially on language acquisition through social-historical culture. The study is a bibliographic research carried out in books and in the following databases: Periódicos CAPES, SciELO, and Google Academic. This descriptive study with a qualitative approach, carried out through a bibliographic survey, was guided by possible solutions to current problems and some challenges that teachers have been experiencing when inserting playing as a positive factor for the development of speech through guided games, thus seeking innovations that provide understanding around the subject studied, analyzing their contributions in relation to development. When carrying out this work, it was verified how involving the research was. The choice of the theme was due to how playfulness can influence the appropriation of children's speech through games. It was possible to observe that the practice of reading needs to be improved, as reading is not just for memorizing, but for reflecting, build, create, explore, and this is what needs to be studied and encouraged, starting at home and especially at school. Finally, given the specific characteristics of early childhood education, it is considered that playing can always be inserted in this very important stage of education.