A RELEVÂNCIA DO LÚDICO NO PROCESSO DE ALFABETIZAÇÃO NA PRÉ-ESCOLA

Abstract

This study deals with the objectification of the playful in the process of literacy and literacy in early childhood education. The aim of this was to analyze and understand the importance of playful activity as a facilitator of literacy and literacy. The problem that guided its implementation sought to answer what is the role and potentiality of playful activities in the process of literacy and literacy of preschool children and also if there is a methodology that will help in the construction of this process. The proposed methodology consisted of the use of bibliographic research and field research in schools of the municipal network of the city of Buriti Alegre-GO to understand the view of teachers who work in early childhood education about the playful as a strategy for action in the process. children's literacy The bibliographic research clarified that literacy and literacy correspond to concepts and practices that are distinguished from each other, but are interrelated. It can be said that there is a confusion between these two themes and that literacy is almost banned from the most recent discussions because it has been negatively charged because of mistakenly associating literacy with the “traditional” ways of educating. Literacy methods are not even a fundamental issue in the latest pedagogical approaches, and it is up to female teachers to know the specifics of each and use the one that best fits the needs of the children under their care. Finally, she explained that playfulness is fundamental to the teaching-learning process of writing and reading because it makes children participate in the routines of classroom activities free of negative feelings that they already carry and without even having aware of it. Regarding the field research that had the participation of five teachers who work literacy and literacy in the kindergarten of the municipal school of Buriti Alegre-GO, it was observed that they bring with them many limitations regarding the themes addressed in this study, which can be credited to the initial training they have received and continue to receive in continuing education through postgraduate and lato sensu postgraduate courses.