Jogos e brincadeiras no processo de alfabetização: potencializando a consciência fonológica de forma lúdica

Abstract

This monograph addresses the theme “Games and Play in the Literacy Process: Enhancing Phonological Awareness Through Playful Activities.” The general objective is to investigate how playful activities (games and play) can contribute to the development of metaphonological skills in children during the literacy process, with the purpose of facilitating the learning of reading and writing. The specific objectives clarify this monograph through the following points: to contextualize literacy in its foundations, practices, and challenges; to understand the concepts related to phonological awareness (PA), its components, and its relevance to literacy; to analyze how play and games can serve as didactic foundations in the teaching-learning process; to reflect on how the curricular guidelines of the Base Nacional Comum Curricular (BNCC) address both phonological awareness and the use of games and play in teaching interventions; to discuss the study, planning, and mediation of playfulness as strategies aimed at promoting PA; and to suggest playful activities that stimulate auditory sensitivity in order to foster the development of phonological sub-skills. The methodology adopted is characterized as exploratory research with a qualitative approach, employing bibliographic research. The theoretical framework is based on the discussions of Puliezi and Di Agustini (2024), Soares (2020), Morais (2019), among others, who contributed didactic strategies supported by playfulness aimed at raising awareness and manipulating phonological elements. The study evidenced that the precursor skills for grapheme-phoneme correspondence are enhanced through playful activities, even though these are not the only means of consolidating this process.