O desenvolvimento da escrita no processo de alfabetização: uma experiência com jogos pedagógicos cooperativos

Abstract

This research aims to understand to what extent cooperative pedagogical games can contribute to the development of literacy, especially with regard to the writing process of students in the 2nd year of a municipal elementary school in the city of Pombal - PB. From this perspective, literacy is characterized as a process related to schooling, being linked to the social practices of individuals. Thus, in this research, a diagnostic evaluation of the researched public was carried out, through a sampling, being identified what are their main difficulties and what are the literacy levels found in that group. The work was carried out with the support of activities suitable for the research group, that is, according to age group, the level of literacy as a subsidy for the development of writing. In these conceptions, we look for what the official documents mention about literacy practices in the Federal (BNCC), State (Curricular References of the Elementary School of the State of Paraíba) and Municipal (PME) spheres in order to better understand if there is any deficit, such as remedy or reduce it, taking into account the literacy cycle. There was also a tour on the National Curriculum Parameters (PCN's) and the Law of Guidelines and Bases of Education (LDB), recognizing their respective contributions in the history of Brazilian education. This research had as theoretical support the following authors: Kleiman (2005), Tfouni (2010), Soares (2016; 2017), Cagliari (1990), Grossi (2008), among others about the conceptualization of literacy. With regard to working with cooperative games, we used Soler (2005), Correia (2012), Brotto (1999), among others. As for the nature of this study, the methodological paths permeate the bibliographical research, with a qualitative and quantitative approach. Fieldwork was carried out through action research. As data generation procedures, we used: participant observation, document analysis and the application of cooperative pedagogical games aimed at the practice of literacy. Thus, we developed several possibilities of ways of working for the construction of a literacy practice, with the perspective of cooperative pedagogical games as a motivating element. One of the instruments used corresponds to the test of the More Literacy Program (PMALFA) of the Federal Government, being considered a subsidy for the initial diagnosis and as an instrument for the perception of further results achieved.