PLAY AND LEARNING: PLAYFULNESS AS A LITERACY STRATEGY IN THE 1ST YEAR OF ELEMENTARY SCHOOL

Abstract

This study aimed to investigate playfulness as a pedagogical strategy in the literacy process in the 1st year of Elementary School, analyzing its contributions to the cognitive, social, and emotional development of children. The methodology adopted was qualitative in nature, with a descriptive approach, conducted in a municipal public school in the city of Escada-PE. Two 1st-grade teachers participated in the study, identified as P1 and P2. The data collection instrument used was a semi-structured interview, which enabled the understanding of the teachers’ perceptions and experiences regarding the use of playfulness in literacy. The results showed that playfulness plays a fundamental role in the literacy process, making learning more meaningful, dynamic, and engaging. Playful practices such as games, songs, storytelling, and dramatizations foster the development of reading and writing skills, in addition to promoting greater motivation, participation, and student interest. However, challenges were also identified, such as the lack of resources, limited time for planning, and difficulties in reconciling playful activities with curricular demands. It is concluded that playfulness significantly contributes to the teaching-learning process, confirming the research hypothesis. Thus, its use as an essential pedagogical strategy is emphasized, promoting a more inclusive, participatory, and high-quality education, as well as fostering the integral development of students.