He place of ludicity in literacy practices: a reflective look from the mandatory internships

Abstract

The ludic activities in elementary school become enablers of child development and, by the school experiences to which we were submitted in supervised internships, it is noted that teaching, at this stage, has been conducted by mechanical and artificial actions. In view of this concern, the present course conclusion work aims to emphasize the relationship between literacy and ludicity, presenting a reflection of ludic literacy practices, and the place that these actions take in the practice of teachers who deal with teaching in the early years of elementary school. We highlight, through bibliographical research, in a qualitative approach, the relevance of the ludic as a methodological strategy in the literacy process. Subsequently, these theoretical foundations were considered for analysis of the reports of mandatory internships of the Pedagogy course. The results obtained confirmed the initial hypothesis that the teaching conducted in this phase, notoriously, does not include ludic actions in favor of the student’s learning process.