THE IMPORTANCE OF PLAYFUL PRACTICES IN THE LITERACY PROCESS IN THE EARLY YEARS IN RURAL SCHOOLS

Abstract

Literacy and reading comprehension are fundamental processes for individuals' inclusion in social practices of reading and writing, especially in the early years of elementary school. In rural schools, these processes face challenges such as limited pedagogical resources, the distance between school and community, and reduced access to written culture. In this context, playful practices stand out as relevant strategies for promoting meaningful learning through play, games, and storytelling. This study aims to analyze the importance of playful practices in the literacy and reading comprehension process in rural schools, considering their cognitive, affective, and social impacts. The research was based on a literature review of academic works on literacy, reading comprehension, and playfulness in rural education. The results indicate that the intentional use of play contributes to the development of phonological awareness, expansion of linguistic repertoire, greater student engagement, and strengthening of the bond between school and community.