Games and pranks in literacy as teaching strategies

Abstract

The present work presents an academic research that investigated the use of games and games as didactic resources in literacy. The transition from the Early Years to Elementary School implies changes in teaching approaches, moving from playful experiences to a more structured curricular organization, considering that students continue to be children and, therefore, playing continues to be an important learning strategy. Games and games during the literacy process promote curiosity, fun, engagement and inclusion, stimulating cognitive and creative aspects of students. The methodology adopted in the research combined quantitative and qualitative approaches, in order to examine the application of games and games as teaching strategies, as well as the teachers' perception of this practice, the resources used and the skills developed. Thus, the results of a questionnaire carried out with teachers on the theme and the observation of a teaching practice were presented. The research participants were teachers who work in 1st and 2nd grade classes of Elementary School, specifically in literacy classes. The theoretical foundation was supported by authors such as: Valls (2021), Soares, (2022), Kishimoto (2009), Macedo (1995), Benjamin (2009) and Vygotsky (1998), in addition to mandatory documents such as the BNCC (2018) and the National Commitment to Literate Children (2023). The research and data analysis showed that games and games are efficient strategies that help in the literacy process, contributing to several areas of child development.

DOI:https://doi.org/10.56238/interdiinovationscrese-091