ALFABETIZAÇÃO E LETRAMENTO: ESTRATÉGIAS DIDÁTICO - PEDAGÓGICAS SOCIOINTERACIONISTAS

Abstract

The present work has as its central theme the discussion between Basic Literacy and Literacy in a way that both have their individual skills but relate and associate in a fundamental process in a person's life, bringing knowledge of the linguistic code and its social context of use and presenting socio-interactionist didactic-pedagogical strategies. In order to explore how games can help children's teaching and learning in elementary school, based on socio-interactionist conceptions, we carried out a theoretical study on the role of games in the process of basic literacy and literacy. For the development of the research, we used, as theoretical support, the discussions defended by Vygotsky, approaching learning through the process of internalization in historical, social and cultural contexts. Seeking to understand the relationship between learning and child’s development at school, interpreting mediation through instruments and signs in this internalization process and understanding the development of writing in children according to the historical-cultural conception. With the research results, we could see that the impacts of ludic, when used as a didactic resource, is considered as a pleasant space as a form of motivating condition, not seen only as recreational but as a cultural context that can significantly contribute to the development of communication, creativity, imagination, expressions and also in the construction of broad thinking, since the role of games is considered as symbolic mediation in the process of basic literacy in the acquisition of oral and written language, having as the main conditioning factor the role of schooling and the family as the psychological formation of the subject in this process.