O uso de jogos educativos no processo de alfabetização e letramento nos anos iniciais

Abstract

This article aims to investigate how games can contribute to the process of alphabetization and literacy of children in the early years of elementary school. Therefore, using the qualitative research approach with the action research methodology was necessary. As an instrument for data construction, we used structured interviews and observation as the place of the research a state school of the school network of the city of Natal. To support the study, we used the theoretical contributions of Ferreiro (2005), Morais (2012), Soares (2021), Rebeca Campos (2017), Tizuko Kishimoto (2011), and official documents such as the National Common Curricular Base (BRASIL, 2018) and the didactic manual of the Center for Studies in Education and Language (CEEL/UFPE, 2009). The game used is called Dado Sonoro. The children played in groups for two days, totaling fifteen plays in two big matches. The results confirm that the game can mobilize processes of alphabetization and literacy when the class can understand the sound units of the syllables and the similarities in other words, as well as the phoneme-grapheme relationship and other skills of the written language acquisition process. In the analysis of the data obtained by the research, we concluded that the games are a didactic resource that mobilizes the acquisition of knowledge for literacy, for example, the perception of the syllable "di" in some words present in the game, or the sound comprehension with the graphic representation of syllables such as "pa" and "ta", especially when there is the mediation of the educator, providing playful, fun and meaningful learning for children.