ARE DIDACTIC GAMES FACILITATORS OF THE PROCESS OF TEACHING AND LEARNING IN LITERACY? A CASE STUDY

Abstract

In Brazil, even today there is a very significant number of people who still cannot read. Illiteracy is still a worrying situation experienced in most schools in the country. The guarantee of quality literacy should provide opportunities for reading and writing, so that there is a better understanding of the role of language in the world. The elements that challenge the child to think critically about written language and its functioning in society deserve exclusive attention. Literacy has a valuable importance in the child's educational process, as it promotes the inclusion of languages in social relationships. The act of alphabetizing by literacy should provide students with other means in addition to the acquisition of graphic codes of the mechanics of reading and writing. The school must offer the necessary conditions for the child to develop in qualified environments that work with playfulness. Ludicity in the form of didactic games is a relevant subject and generates many discussions about its use in the context of literacy and literacy. Is there a consensus in Education that didactic games facilitate the teaching and learning process in literacy? To answer this and other questions related to this topic, this research investigated a sample of managers, teachers and parents of students enrolled in the 1st Years of Elementary School at the Municipal School of Elementary Education Guilherme Janja, located in the city of Aquiraz, Ceará, Brazil, if the use of pedagogical games is considered important in the literacy process. For this case study, a semi-structured questionnaire was applied. For discussions and considerations, Magda Soares (2010, 2014, 2017), Emília Ferreira (2012), Ana Teberosky, (2012), PNAD, National Household Sample Survey (2012), Demographic Census Data (2010), new BNCC -Base Nacional Curricular Comum (2019), Law of Guidelines and Bases of Education -LDB (2012), IDEB (2018) and other collaborators were consulted. The results of this research revealed that games facilitate learning in the classroom through fun; ways of thinking and designing classes with games are also being incorporated into the family environment; the application of activities with pedagogical games encourages the self-assessment of the child, who will be able to verify for himself the advances that he is capable of making, thus strengthening his self-esteem and his learning. Finally, it is concluded that the use of pedagogical games in literacy and literacy offers a range of opportunities for the development of learning.