PLAY AS A LITERACY PRACTICE IN THE TEACHING-LEARNING PROCESS

Abstract

Playfulness is a theme that has been occupying more and more space among teaching strategies. This study seeks to analyze playfulness as an important methodology in classroom learning, so that it contributes to the child's learning. It presents the importance of play in the child's socialization process as well as its importance in the teaching-learning process in which play is applied, such as through games, toys, games and, about play in education. The field research was carried out at the Emídio Machado Lisboa Municipal School, with five elementary school teachers, carried out through a questionnaire with closed questions, in which it was sought to know the training of teachers and how they apply play in school activities; the teachers' perception of play and whether the school offers support to minimize illiteracy. For the theoretical foundation of the article, a bibliographic research was developed, and then proceeded to field research in order to seek answers to the hypotheses raised. It was concluded that play is a valuable resource in the teaching-learning process and that it should be elaborated from activities planned in a conscious way, aiming at effective learning and contributing to the full development of the child.