“- Eu tenho certeza que minhas bonecas sabiam ler! : ludicidade e o avanço de níveis na alfabetização e letramento em sala de aula”.

Abstract

The research that gave rise to this dissertation had as its general objective to investigate the contributions of playfulness in the advancement of literacy and literacy levels of students in the classroom. The specific objectives provided the opportunity to conceptualize literacy and literacy and the role played in the appropriation of writing, to describe the main characteristics of playfulness and how it can be experienced in the classroom, to study and debate the relationship between the use of didactic games and games as mediating strategies in the process of literacy and literacy. My trajectory of work, for 27 years in education, served as motivation for the study with which I sought to understand: what are the possible contributions of playful pedagogical interventions for the advancement of levels in literacy and literacy in classrooms? The importance of playfulness in education was addressed, highlighting authors such as Huizinga (2000), Maturana (2004), Kishimoto (2017) and Piaget (1978). As well as authors in the area of literacy such as Emília Ferreiro and Ana Tebesosk (1999), Arthur Gomes de Morais (1998) and Magda Soares (2004). Complementary a bibliographic review and analysis of dissertations on the subject in the Brazilian Digital Library of Theses and Dissertations was carried out, focusing on the productions carried out in the last five years (2019 to 2023), in Brazil. The research actions consisted of observations and interventions in the classroom, in a private school in the Federal District, located in the satellite city of Samambaia, in reinforcement classes of the 1st and 2nd year of Elementary School, with questionnaires and diagnostic surveys of linguistic conceptual levels to evaluate the impact of playful interventions on the literacy and literacy of these students. The methodology used was characterized as qualitative, following stages of action research (Barbier, 2007) with ethnographic characteristics of an exploratory and explanatory approach. The interventions were based on games, games, storytelling and other playful activities. The conclusions show that the pedagogical practice carried out promoted an advance of levels among students and can contribute to a creative and meaningful quality education, also collaborating with the conceptions that play is an essential element in the teaching of literacy by enabling learning in a soft and pleasurable way for children.