A ludicidade no processo de alfabetização e letramento: uma experiência a partir da residência pedagógica

Abstract

This paper presents a study on playfulness in the literacy and literacy process, through a qualitative research with an action research approach, carried out in the context of the Pedagogical Residency Program (PRP), Pedagogy center of Campus IV, UFPB. The main objective was to understand how playful practices can contribute to the learning of children in the literacy and literacy phase, promoting not only the development of reading and writing skills, but also the motivation and active participation of students. The research was carried out at the Dr. Adailton Coelho Costa Municipal Elementary School in the city of Mamanguape-PB, where observations and teaching were carried out in the 1st grade class of Elementary School. During the teaching, playful activities were carried out, in which there were games, dynamics and storytelling, with the aim of observing the impact of these practices on the performance and participation of students. Data were collected through observations, student performance when carrying out the activities, allowing a reflection on the methodologies used. The results obtained indicate that playful activities favor a more collaborative and inclusive learning environment, stimulating students' creativity and interest, especially in the 1st grade, since they are included in the initial years of Elementary School. Therefore, playfulness proved to be effective in developing language and socialization, making the literacy and literacy process more meaningful and interdisciplinary. It is concluded that including playful resources in literacy and literacy teaching is an essential strategy, capable of transforming pedagogical practice and promoting more effective and meaningful learning.