O jogo como estratégia auxiliar do processo de alfabetização de turmas de 1º e 2º anos do ensino fundamental

Abstract

The present article is the result of intervention research with children in the early years of primary school (1st and 2nd year) that had as main focus the use of the recreational activities in the teaching-learning process, specifically the question of educational game as mediator instrument of human development. The objectives were: a) know the importance of educational game in literacy and wherein extent helps in this process; b) indicate different approaches of the playful and educational games in literacy; c) applying an intervention project involving games and literacy; and check /analyze the results of the intervention. The theoretical analysis was based in research of Kishimoto (1994); Kishimoto et al. (2011); Soares (2010), Neves and Souto (2013), Vygotsky (2007), Marcolino, Barros, Mello (2014), Nascimento, Araujo and Miguéis (2009); Rodrigues (2013), Silva (2011) Silvestri (2010), Roberts (2010), Ng and Becker (2000), Smith (2004), Arends and Silva (2008), Smith (1985) and Weisz (2010). The methodology of this research involved the approach of the action research and used as tools the literature; On-site observations; intervention with educational games in two classes (1st and 2nd year of primary school) and the theoretical analysis of this intervention in order to verify the applicability of the games in terms of new strategies for the teacher. The results showed the possibilities arising from the application of four games at the room, they are: Puzzle of plants, Bowling Plants, Domino Hygiene and Hygiene Tray Game. We conclude that the intervention was significant and that the games can be tools to improve the teaching quality of literacy.