Jogos didáticos nos anos iniciais do ensino fundamental: uma análise dos livros do programa Alfabetiza Tchê

Abstract

The present Undergraduate Thesis aims to describe the analysis conducted on the didactic games included in the Alfabetiza Tchê textbooks. The main objective of this research is to discuss the proposals of didactic games in the Alfabetiza Tchê textbooks for the 1st and 2nd grades of Elementary School and their contributions to children's literacy. The methodology of this work was based on a literature review, a "State of Knowledge" survey, and documentary research. The literature review supported the theoretical chapters, drawing on authors such as Araujo (2020), Melo and Marcatto (2020), Santos, Albuquerque, and Mendonça (2007), among others. The State of Knowledge survey enabled the identification of previously published studies on the topic in question. These studies emphasized the importance of both digital and printed games in the literacy process, highlighting their potential as educational tools, provided they are used in an organized and well-planned manner by education professionals. Moreover, the State of Knowledge analysis revealed that none of the reviewed documents specifically addressed the analysis of games within textbooks. Lastly, in the documentary research, the didactic game proposals included in the Alfabetiza Tchê textbooks for the 1st and 2nd grades of Elementary School were analyzed using Laurence Bardin’s (2016) Content Analysis method. The 18 didactic games selected to form the analysis corpus were organized into two categories: (i) Games that involve literacy through the child’s own name and classmates’ names, and (ii) Games that involve associating letters with words that are meaningless to the children. In the first category, the games contribute to the literacy process, as they contain letters and words with real meaning for the children-i.e., elements of their daily life and language. In the second category, most of the didactic games attempt to teach literacy through letters, syllables, words, and sentences that are disconnected from the child's reality, making reading and writing development more difficult. The results indicate that a large portion of the didactic games in the Alfabetiza Tchê textbooks for the 1st and 2nd grades approach reading and writing in a way that is disconnected from the children's reality, lacking real meaning for them. It is concluded that the didactic game proposals in this material need to be reviewed and studied more rigorously in order to truly contribute to children's literacy in a critical, enjoyable, and meaningful way.