Espaços lúdicos na educação infantil e suas contribuições para o processo de letramento

Abstract

This article comes of the reflection about the topic “Play area at child education and their contributions for the process of literacy”. Arising from the supervised internship of Child Education, had as main intention analyze the contribution of the play areas in the literacy process. Therefore the study was guided with the objectives: (i) Define the role and the function of Child Education; (ii) Deepen the studies about the concept of literacy and how the process of it in Child Education is; (iii) Study the theoreticians and their discussions about space and time in Child Education. The methodology of the research has qualitative and bibliographic character and is supported in the theoreticians Angotti (2014), Oliveira (2009), Ostetto (2011), Horn (2004), Mellis (2007), Soares (2004), Rojo (2008), Terzi (2008) among others. As data collection instrument was used experience reports obtained and recorded at the internship of Child Education. The results achieved were the understanding of the importance of the play areas organization for the children understand their world through the languages and have access to the literate world significantly and stimulatory. However is from the play 24 that children learn, develops and produce acquirements. In this context, we defend the child education as education and experience function and access to different languages, access to the scientific knowledge and so to the literate world. The organization of play areas in these Educative Institutions must be favorite priority to the children, making possible the literacy process of these. This play areas and time to play organization induce the child to expand their repertoire of knowledge, their understanding of the world around, including the social use of literature and writing, in other words, the social function of writing. So, we consider that Child Education needs to promote the literacy in everyday life of children according with the social context of these. Must be offered through the promotion of multiple languages (musical, plastic, literary, playful, etc) providing access to lettered culture.