Práticas lúdicas mediadoras da linguagem no 1º Ano do ensino fundamental: processos de alfabetização/letramento e as singularidades da infância a partir dos discursos dos professores

Abstract

The aim of this article is to analyze, based on teachers' narratives, teaching practices in the literacy and literacy process for children in the first year of elementary school, describing the role of play and valuing the singularities of childhood in learning. To this end, we questioned the place of play in the literacy and literacy processes and how it acts, signifying respect and appreciation for the singularities and cultural context of childhood. This study was based on qualitative research, with an emphasis on case studies, and is also exploratory in nature. The results of the research showed that play is extremely important for enabling the literacy process, as they believe that play favors the construction of knowledge. For the teachers, playfulness is a fundamental resource for education, as it provides an adjustment to the world of children. As for the difficulties faced in working with students, the teachers most emphatically mentioned the more direct participation of the family, as they believe that when parents and guardians participate in the educational process, it takes place more effectively.