O brincar no processo de alfabetização e letramento nos anos iniciais do ensino fundamental

Abstract

The main objective of this study is to analyze how the playing is present in the academic production regarding the literacy and literacy process in the early years of elementary school. To this end, a survey of the productions was carried out, creating analysis categories to describe and reflect on the perspective of playing in literacy and literacy. Literacy and literacy are difficult processes that demands from the teacher the search for different methodologies in order to favor student learning. We can consider that playing is a teaching strategy to ensure success in teaching and learning. The methodology of this work has a quantitative-qualitative approach, being characterized as a bibliographical research. The search and data survey took into account the productions between the years 2017 - 2021, and selected twenty-eight productions that addressed the proposed theme of this research. For the theoretical discussion, we based this research on the contributions of the authors Magda Soares (2004, 2005, 2010, 2020), Emília Ferreiro (1999, 2015), Ana Teberosky (1999), Kleiman (2005), and Freire (1989) with the knowledge about the literacy and literacy processes; Gilles Brougère (1997, 1998), Tizuko Kishimoto (2010, 2017), Walter Benjamin (2009), Jean Piaget (1975) with the reflections on playing and child development. Regarding the research on the early years of elementary education, in addition to the authors, there are also documentary contributions to understand this stage of education such as: BNCC (2018), LDBEN (1996) and PNE (2014). With the analyses performed in this study, we realize that playing is a methodology that needs to be further explored in the academic and educational field, since it can enable a pleasurable and fun teaching-learning. Thus, we hope that this research and the suggestions of activities that involve playing will collaborate with other studies, because it is a reading that can help in the understanding of knowledge about the literacy and literacy processes, reflecting on the practices that will promote student learning.