A ludicidade como ferramenta didática no 2° ano do ensino fundamental: desafios e contribuições no processo de alfabetização

Abstract

This study aimed to investigate the use of playfulness as a teaching tool in the literacy process of a 2nd grade class of Elementary School in a municipal public school in Caicó-RN. Based on the objective of understanding how playful practices can be applied to favor teaching and learning, analyzing their challenges and contributions in the educational process. In view of this, the research adopted a qualitative approach with field research and action research procedures, using observations, field notes, interviews with the teacher and application of playful activities as instruments. The results indicated that playfulness, when applied with pedagogical intention, contributes significantly to student engagement, development of autonomy, creativity, social interaction and pleasure in learning. It was observed that, despite the benefits, there are still some challenges for its implementation, such as the lack of adequate materials, incentives from school management and continuing education. It is concluded that playfulness represents a pedagogical resource with great significance, which facilitates the literacy process, being capable of transforming the school routine into educational/significant experiences, as long as it is valued and structured with intentionality, taking into account the specificities of individuals, placing them at the center of learning.