Literacy and lettering in field education: didactic games and contextualized activitieswith the peasants knowledge

Abstract

The purpose of this article was “the processes of literacy and literacy in the peasant context” and sought to investigate the contributions of playfulness mediated by didactic games in the progress of literacy and literacy of children of the 3rd year of elementary school in a rural school, in 2017. Developed in a school attended by the Teaching Initiation Scholarship Program (PIBID) of the Pedagogy course at the Federal University of Pernambuco (UFPE-CAA), the research aimed to: i) analyze the contributions of playfulness based on didactic games, as mobilizers of student participation in class; and ii) identify if there was progress in the development of students' literacy and literacy, as the adopted methodology involved the playfulness based on the didactic games inthe classroom. The following were used as theoretical framework for the elaboration of this work: Leal, Mendonça, Morais and Lima (2008); Soares (2003); Blacksmith (2004); Blacksmith and Teberosky (1979); Morais (2012); Soares (2010); Coutinho (2005); Caldart (2012); Arroyo (2004); Kishimoto (2002); Murcia (2005); Miranda (2001). The research is qualitative approach, having as locus a municipal public school located in Caruaru-PE, in the peasant territory of Alto do Moura. Methodologically, we worked with participant observation and pedagogical intervention, whose data were recorded in two field diaries. Research participants were treated as E1, E2 and E3. The results show that, in the initial diagnostic evaluation, the three students (E1, E2 and E3) presented in the syllabic-alphabetic phase of the development of the alphabetic writing system (SEA), however, during the activities that involved the playfulness articulated to the students. didactic games, it was evidenced that the students advanced to the alphabetic level of the writing system, confirmed in the final diagnostic evaluation. It was concluded that the built methodological path, involving the playfulness mediated by the didactic games, materialized as possibility of the beginners acting to the teaching of PIBID, marked by the advances that the students presented in the constructed path, triggering satisfaction in the participation of the classes, having as a consequence the advances in the processes of construction of literacy and literacy by students.