Relato de experiência: contribuições do projeto clube divertilendo no processo de alfabetização de crianças do 2° ano

Abstract

This Final Course Project (TCC) aims to report on the experience of the project and its contributions to the children's progress. Its specific objectives include: clarifying the role of literacy in the development of writing; presenting the experience of the PROLICEN project regarding the literacy of second-grade children; and analyzing the contributions of literacy to overcome the difficulties encountered by second-grade students in the process of appropriating the alphabetic writing system, based on the analysis of activities developed within the PROLICEN project. To develop this work, an exploratory action research approach was chosen, as the practical part of the research was developed through a planned and systematized action by the author, who produced and collected data through participation in the project at a school in the municipality of Cabedelo, as a scholarship recipient. The research is bibliographic, therefore relying on theoretical studies published in books, articles, and documents such as the BNCC (National Common Core Curriculum). Based especially on the studies of Magda Soares, literacy is understood as a conjunction of alphabetization and literacy skills, considered two distinct but complementary processes. Literacy skills, understood as the social use of writing, expanded through the reading of texts, and here, mainly literary texts, contributes to alphabetization insofar as the child begins to perceive the language in its rhythm, its sound, and in the construction of meaning. Through such experience, the alphabetization process is enhanced, since it has the text as the basic unit of the study of writing and language as a whole. The experience in the PROLICEN project showed that the use of literacy skills is essential for the integral formation of the student and their development not only in reading but also in alphabetic writing.