Do brincar ao alfabetizar e letrar: a ludicidade como uma ferramenta de ensino e aprendizagem

Abstract

This article aims to discuss the theoretical-methodological role of playful literacy practices based on a supervised internship experience in Literacy and Literacy in the Pedagogy Course at the Universidade Federal de Alagoas. This is a qualitative analysis, which discussed the contributions of a teaching project that developed three literacy didactic sequences using narratives in a first-year elementary school class at a public school in Maceió - AL. The work analyzes this experience, based on the theoretical articulation of productions by scholars, such as Soares (1999; 2016; 2017; 2020), Kleiman (1995; 2005), Galperin (2001), Marcuschi (2003), Kishimoto ( 1996; 2010), Vygotsky (1984), among others. In view of the objectives and theoretical perspective adopted, the article analyzes the process of planning and developing didactic sequences, through which students were at the center of the pedagogical work, experiencing a playful and motivating environment, led by them. In short, this work shows that the didactic sequences developed allowed children to advance in the acquisition of the alphabetic writing system, enjoying the pleasure of playing and reading as sociocultural situations within the school environment. In view of this, the supervised internship was configured as a significant formative experience of classroom diagnosis, planning, production of teaching material and conducting in the field of literacy.