PRÁTICAS LÚDICAS E ALFABETIZAÇÃO NO ENSINO FUNDAMENTAL – ANOS INICIAIS: REFLEXÕES DOCENTES

Abstract

Elementary School - Early Years is the stage of schooling dedicated to children's early writing learning and literacy, in particular the 1st and 2nd years. The institutions are guided by BNCC (2018) to offer playful activities for the development of reading and writing skills. By exploring playful elements, the teacher uses a relevant tool to promote knowledge and interactions with the social world. As a literacy teacher, we understand to be relevant the reflection of the actions and paths of the entities, reason why we question how, in everyday elementary school early years can be explored the playful practices to literate children? From this issue we defined the general objective: to reflect playful practices built for early writing learning of children in Elementary School - Early Years. The study is qualitative and is based, for example, on Alarcão (2005) Pimenta (2002) and Kishimoto (2017). For data construction, we used records of teaching experiences and procedures of biographical and documentary research. The results and the discussion are systematized in two subsections, titled: Reflections on early writing learning and playful practices and early writing learning with playful practices: teaching experience. These reflections were based on playful practices that we privilege to use in the literacy of 1st year elementary school students. The analyzed practices involved activities with the proper name, bingos, name sheets, robots built with recycled materials, etc., always seeking to articulate art, mathematics with written language and facilitate children's interaction with knowledge based on their interests. It also allowed us to recognize the claim we have to continue to prioritize playful and enjoyable methodologies, capable of providing meaningful learning to children.