Jogos pedagógicos no processo de alfabetização de crianças no 1º ano do ensino fundamental: uma análise de experiência

Abstract

The present work addresses the contributions of pedagogical games as a tool used in the literacy process of children whose general objective is to analyze the pedagogical mediation through games with a view to literacy of children in the 1st year of Elementary Education in a public school. Therefore, it was necessary to discuss what pedagogical games are, emphasizing their use for teaching with the purpose of alphabetizing and understanding the reflections of mediation through the use of this resource for the process of appropriation of alphabetic writing by learners. A field research guided by a qualitative approach was then carried out. As a data collection instrument, participant observation was used with the aid of the application of didactic games. The research subjects were students of a group of the 1st year of Elementary School in the literacy process. To substantiate this work, authors such as: Silva (2015); Kishimoto (2001 and 2011); Kraemer (2007); Rego (2000); Blacksmith (1996 and 1999). In view of the results obtained, the use of pedagogical games is evidenced as necessary resources to be included in the classroom and in the children's school routine, as it allows learning in a playful way, bringing with it a significant learning experience. It is also possible to conclude that pedagogical games focused on literacy involve knowledge of phonological awareness skills and understanding of the functioning of the Alphabetic Writing System.