As contribuições das atividades lúdicas para o processo de alfabetização e letramento no Ensino Fundamental (1º ao 3º ano)

• Autor(a) principal: Maia, Maria Livaneide Rezende
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42017
• topic: Jogo; Processo de Alfabetização; Ludicidade; Play; Literacy process; Playfulness; Educação

Researches about the use of the ludic in pedagogical practices increasingly are gaining ground in academia. Therefore, it becomes a extensively discussed topic in the most diverse spaces. However, it is still a challenge to the use of ludic activities involving games and toys by teachers of all stages of basic education. . From this perspective, this work has as its general objective to introduce the to reflect on the importance of using games in pedagogical practices in literacy process and specific objectives to knouw are understand how these practices can contribute to the development of a literate culture by students to introduce in the school routine and present experiences successful with the use of games in learning strategies, based on the knowledge acquired by this author from the PactoNacionalpara a alfabetizaçãonaIdadeCerta PNAIC (2013-2014). The research is characterized as exploratory and bibliographical, in this sense, we rely on studies of many authors, such as: Brasil(1998), Brasil (1998), Campos (2005), Carvalho (2008), Craidy and Kaecher (2001), Dalladona and Mendes (2004), Ferreiro (1996; 2003), Kishimoto (1994; 2001) Kramer and Abramovay (1985), Perez (1992, Piaget (1989; 2001) Silveira (1998), Soares (2001; 2004), Tardif (2002), Wajskop (2012), In addition, the study presents an experience report that talks about the practices of socialization of developed by this author as a literacy teacher. Through this investigation, we realized that the ludic, can facilitate the narrowing between culture and school learning. In this context, the play can be viewed as an educational activity that provides an experienced reality, imagination and the assimilation of new knowledge. With the experiences of the author confirmed that the PNAIC while agent developer of literacy teachers strategies through the use of games and different methodologies have all contributed substantially to the practice teacher, in relation primarily their conceptions of literacy in a ludic proposal, the attractive methodologies through games, and practical and theoretical training.