Práticas de jogos no processo de alfabetização e letramento : evidências empíricas

Abstract

Past readings about games in the school context have revealed the great importance of this didactic resource in the child's cognitive development. In this sense, KISHIMOTO (2011) explains that the game has a ludic function, which concerns the pleasure it provides, and an educational function, which corresponds to teaching. In order to be able to involve both functions, the internal motivation that comes from the child and the external motivation that refers to the teacher's stimuli, both must be present in the play. In this dissertation, the theme arose as a result of the reality of my class in the 3rd year of Elementary School, which had different levels of learning, so I decided to work with games to see if I could minimize the difference in learning among the students in the class. Thus, this research has the general objective: To analyze the effectiveness of didactic games in the classroom for the literacy process of children in a 3rd grade class. The theoretical basis is based on Soares (2020), Adams (2006), for whom language games play an effective role in children's development, and Cagliari (1999); as well as in Training Program Documents (PNAIC). Methodologically, 08 (eight) games were applied, in a class of the 3rd year of Elementary School, of a Municipal School located in the city of Pirpirituba -PB, with 13 students, with different levels of literacy, in the period of 08/12/2022 on 12/02/2022. The results show considerable progress in the development of language skills for literacy through the use of games.