PLAYFULNESS, LITERACY AND LITERACY IN ELEMENTARY EDUCATION

• Main Author: Plá Sandini, Sabrina
• Publication Date: 2023
• Other Authors: Dessordi Paz, Ketlyn
• Format: Article
• Language: por
• Source: Momento (Rio Grande. Online)
• Download full: https://periodicos.furg.br/momento/article/view/14404
• topic: Alfabetização; Ensino Fundamental; Ludicidade; Literacy; elementary school; playfulness; literatura; enseñanza fundamental; alegría

The objective of this research is to elucidate the importance of playfulness in the literacy and literacy process in Elementary School. Considering that different studies have already been carried out on this theme, among which we can highlight the works of Kishimoto (2011; 2014) and Dinello (1984), to complement this work, we have the writings of Soares and Batista (2005; 2010) , Cagliari (1982) and Emília Ferreiro (2017), who are dedicated to thinking about literacy and literacy processes. Based on the epistemological principles of these authors, it is possible to sustain that playful practices, in a school context, can contribute to the literacy process, making it more pleasant and meaningful, taking into account its complexity. Imbuing ourselves with such theories, the study reflects on the perception of literacy teachers in relation to the contributions of playfulness to the literacy and literacy process. This research has an exploratory and descriptive character, characterized as a qualitative research, using a questionnaire intended for teachers of classes of 1st and 2nd years of Elementary School. From the results obtained, it was possible to observe that through the insertion of playfulness in everyday practice, students' learning becomes really meaningful and enjoyable, providing an integral development to them. However, these practices demand more time from the teacher to plan, make and apply them, factors that make their use difficult, but which are essential even if used a few times