O uso de jogos no processo de alfabetização: análise da experiência de um projeto do Prolicen numa escola pública de Bayeux-Paraíba

Abstract

This paper aims to reflect on the importance of using of games mediate the literacy process of students participating in the project ‘Theaching practices in literacy public schools and the progression of learning: accompanying nonliterate 3rd grade elementary school children’, linked to Prolicen UFPB. The study was carried out based on a qualitative approach through field research, in a public school in Bayeux, Where the project is carried out through observation and the help of a field notebook. The aim was to identify how literacy games are appelied in the routine of pedagogical monitoring, as well as an online form was Applied to the undergraduate students who worked in this action, aiming to analyze how the games contributed to the literacy process of the students monitored. The research had as theoretical contributions the authors Soares (2020), Kishimoto (2005), Mortatti (2013), among others. The results achieved from the experience in the project indicate that literacy games are excellent teaching resources in the process of children’s literacy, making learning the Alphabetic Writing Sistem a playful and reflective way. Through the undergraduate students, we also observed the contribution of these resources to the development of skills necessary for children’s reading and writing hypotheses.