LITERACY IN THE EARLY YEARS THROUGH A PLAYFUL PERSPECTIVE IN RURAL SCHOOLS

Abstract

This study seeks to understand the historical context of school activities associated with the use of play as a teaching method in the literacy and literacy process in the early years and in rural schools. It presents play as an alternative teaching methodologies and reflects on the importance of pedagogical innovation in the school environment, given the new social and technological context in which the world finds itself. It analyzes studies and research by authors who adopt a playful educational perspective and demonstrate the effectiveness of play in education, presenting the responsibilities required of literacy teachers in light of the legal provisions on playfulness. The methodology used was a literature review, using research websites, printed and digital books, magazines, articles, and other works that contributed significant information. This article seeks to share the knowledge of researchers working in the field of education. Given these conditions, this study seeks to answer questions related to the challenges faced in rural education and the use of play for effective literacy and literacy development, as well as to provide methodological insights that can be implemented in the classroom as a playful approach.