A construção da leitura mediada por jogos pedagógicos em classe multisseriada

Abstract

This study has searched to understand the pedagogical games contributions for reading construction in the literacy process. The ludic process, involved in child playing, besides being important and facilitator in knowledge construction process, moreover it can improve the child's learning. Through a bibliographical research and later observation in a classroom, this case study was carried out, in order to observe the pedagogical practice in relation to games in the reading construction. The experience was carried out in a rural school with multi-grade classes, 1st and 2nd school year, allowing the observation of pedagogical practice in relation of games in reading construction. On the current study, was also performed a questionnaire, which was answered by the children‟s parents and teachers, and the questions were related to children games. For the observations, a project was organized with the theme "Being a child: playing and reading". The project included ten pedagogical games with emphasis on the children rights and duties and it was conducted over ten days between October and November 2017. During the games observations, notes were made in a notebook, and subsequently analyzed as the reading was present at that moment, during the children's experience in the ludic activity. It was possible to look at children reactions in the process of games experience and the hypotheses construction which has contributed to the reading practice. The theoretical design to literacy was supported by Soares (1998, 2003), Freire (1983, 2011), Ferreiro (1996; 2001; 2003) and Solé (1998). For reading stands out Cagliari (2002, 2009) and this author considers the reading a fundamental activity to be developed on schools. However, Huizinga (2017), Kishimoto (1993,1994) and Fortuna (2000) affirm that to literacy process, ludic or games enable a more effective learning. In this case study, at a rural and multi-grade school, considered challenging for teachers, the analyzes were supported by the contributions of Vygotsky (1998). The results showed that the use of pedagogical games is important for learning process, especially for reading mediated by the teacher activity. Group or individual games, provided opportunities for reading aloud and silent, reading syllables and sentences construction. Actions such as reading and playing, allowed the improvement of student learning. In view of ludic proposed activities, the learning became significant, with the effective students participation with exchange moments, with different perceptions and advances in hypotheses elaboration.