Aprendizagem da escrita por meio de jogos e brincadeiras: relação entre o desenvolvimento do simbolismo e os mecanismos da escrita

• Autor(a) principal: Tozadore, Juliana Carnieto [UNESP]
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/126651; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2015-07-21/000838721.pdf
• topic: Brincadeiras; Escrita - Materiais e instrumentos - História; Sinais e simbolos; Jogos; Play

Written language is a form of communication between humans and, as is not acquired naturally, needs educational interventions systematized to be learned. However, the teaching of writing is still mechanically imposed on the student, and could make use of other features such as games and plays. As a result, this research we analyze the writing development of phases, the psychic functions present in its development and the construction of a paradigm games and games that can be used as auxiliary tools in the teaching of writing. We describe the operation of each and identify how they can be used in the classroom. The survey was conducted through a qualitative approach of empirical type. The data concluded that these instruments are not used in class and often writing has no social relevance for the child. We also conclude that some usage scenarios of play occurred among children, are not used for didactic purposes as an example of sign-symbol relationship by teachers to teach writing