Narrativas de professoras alfabetizadoras: o lugar do lúdico na alfabetização

Abstract

In this work, we seek to think about the games and recreation as crucial tools in the process of learning, reading and writing on early grades, specifically on Manaus city s public schools literacy. It is a research guided on thematic oral stories focusing the teachers work who worked at this education area, in the years of 1970, 1980, 1990 and 2000, in other words, before the constructivism s innovative ideas in 1970; with the constructivism entry in the classroom in the 80 s; in the 90 s and nowadays this period was known by the doubt of the consolidation or decay of this literacy form. The main goal is a reconstruction of ideas about the relations between the playful and the processes of the wirtten language apropriation, which the results implied in the creation of reflexive-critic material, which is meant to contribute for the initial and continued formation of the literacy teachers. To achieve the research goal, the investigation procedures were about collecting testimonies about the literacy practice developed by four teachers. We obtained as results: the perception that the playful activities are mistaken with the educational games by the literacy teachers; the lack of knowledge about the action of playing importance on the development and in the child s learning, by the literacy teachers, and thus not being seen as crucial in the learning process of reading, writing in early school years; the playful activities dissociated from activities treated as serious ones for the construction of the child s kwnoledge. To overcome these results, we believe that knowing part of the historical process of the recent idea construction about human development and literacy, and about the playful presence in this process, through a reflexive dialog in the continued formation of the teachers can contribute to approach theory and practice, and to enable the reframing the practice of the literacy teachers.