O uso dos jogos e das brincadeiras no processo de alfabetização e letramento
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Data
2024-07-12Autor
Kretikouski, Daiane Cristina Ottaviani
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This work is a bibliographical research, with the objective of analyzing the
contribution that the use of games and games provide in the process of
literacy and literacy. Playing is well accepted when we think about Education
Childish, however, this perspective changes when six-year-old children
They move from this stage to the initial years of Elementary School. The children apparently
leave the context of a “playing” child for a rigid teaching environment, with
focus on literacy and literacy. Therefore, how does this transition appear for
they? How are they received in this new teaching and learning context? What are the
benefits that games, toys and activities present during this process? Which is
impact that the teacher's positioning brings in the face of differences and the transition of these two
phases? The questions presented in this Course Completion Work will be clarified
with emphasis on authors such as Magda Soares, Maria Iolanda Monteiro and Marlene Carvalho
(to support the concepts of literacy and literacy), Douglas Aparecido de
Campos, Maria Aparecida Mello and Tizuko Morchida Kishimoto (who point out the importance
of games, toys and games), Claude Lessard, Maurice Tardif and Regina Puccinelli
Tancredi (which highlights the actions, faced with the difficulties of everyday teaching, as well as
the transition from Early Childhood Education to the early years of Elementary School). The collection of
research began in 2022 and in order to delimit the research subject, we chose
in carrying out a selection through two online databases, such as the Scielo database and the
UFSCar Institutional Repository. It is understood that games and activities are strong allies
not only in the literacy and literacy process, but they contribute significantly
when it is articulated with the content in a systematic way by the teacher.
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