O uso de jogos de alfabetização: uma análise de experiência no 1º ano do ensino fundamental

Abstract

It's known that through time, the definitions of alphabetization have grown, including, mainly from the '90s, the term literacy. Until the last decades of the 20th century, the developed activities aiming the teaching of reading and writing focused on repetition and memory of letters, syllables, words and nonsense sentences, building mechanical learning. From the point of view that only learn the alphabetic writing system doesn't guarantee the formation of people who are capable of comprehending the various uses of written language rises the discussion about literacy. Nowadays, we are looking for new working positions in alphabetization. That way, it's also known that games can be powerful resources in reading and writing learning. This text aims to analyze an experience that uses alphabetization games that offer a playful and meaningful learning process. Therefore, two qualitative analyses were made: the first one, of the experience itself and, the last one, about the use of games in alphabetization based on the theorists that study the theme. We can imply that, if it's mediate in according to teacher's pedagogical intentionality, the use of games in alphabetization is a powerful resource in reading and writing learning.