Alfabetização e letramento de crianças no ensino fundamental em diálogo com a ludicidade

Abstract

This research sought to investigate the contribution of playfulness in the appropriation process of the alphabetic writing system, revealing how games and games can help in the development of logical reasoning, stimulating children to act actively in the construction of knowledge. The ludic provides a more pleasurable way for the appropriation of the written language, in addition to favoring the development of imagination skills and interpretation of reality necessary for the formation of the reader and writer of texts. The research methodology used was the bibliographic survey, reviewing authors such as Emília Ferreiro; Ana Teberosky; Artur Gomes de Moraes; Raiolanda Camargo; Luiz Carlos Cagliari; Magda Soares; Margareth Brenner; Ester Calland, Andrea Ferreira, among others. For this, the research was divided into three chapters: The Process of Learning the Written Language in a Psychogenetic Perspective, Literacy and Literacy in Dialogue with the Playful and finally, In Fun One Learns to Read and Write: Didactic Proposals for Literacy and Literacy.