Alfabetização lúdica: uma mediação para a leitura e a escrita

Abstract

This work aims to discuss how ludic pedagogical resources can contribute to the development of reading and writing in the literacy cycle. The teaching and learning of reading and writing in initial literacy has been challenging for both teachers and learners. This reality requires a methodological innovation that favors meeting the needs and difficulties of students. From this perspective, in dialogue with the authors, ludic mediation is identified, through games and activities, one can ensure its significant contribution to the learning of letters and their sounds, the formation of syllables and words, phrases and short texts. Vygotsky (1998) states that, through play and play, children instigate their imagination and work on their cognitive skills. Kishimoto (2017) argues that the ludic, when used as an educational function, completes the individual in his knowledge and apprehension of the world. This is confirmed in our research, through the analysis of literacy games and activities suggested by some authors, in which students interact by manipulating the pieces, establishing the relationship between phonemes and letters, forming syllables and words, identifying initial sounds and rhymes in words, understanding and interpreting sentences and small texts in oral and written form.