Atuação psicopedagógica institucional: o uso de recursos lúdicos para a aprendizagem da leitura e escrita

Abstract

The use of recreational resources for the development of reading and writing in the institutional field is defined as an important pillar for the development of learning in a dynamic and effective way, enabling the cognitive, social and motor development of the learner. The institutional psychopedagogue must be aware of this demand and thus establish guidelines for teachers on the applicability of these resources. The present study had as its general objective to analyze the perception of psychopedagogues about the use of recreational resources in the institutional context for learning to read and write. To this end, a survey was conducted with eleven psychopedagogues living in João Pessoa and Bayeux, who use and guide the use of recreational resources for the development of reading and writing in school and about their understanding of the importance of using these materials. In order to meet the proposed objectives, a structured questionnaire, composed of ten questions, was applied to psychopedagogues who work in public and private schools. The instrument was prepared using Google Forms, and the access link was sent to the participants. The data obtained were analyzed qualitatively based on Bardin (2016), indicating that professionals understand the importance of playful resources for the development of reading and writing and outline the psychopedagogical performance in the school field.