Jornada pelo mundo da alfabetização: colocando em prática a sequência didática dos animais

Abstract

This Undergraduate Thesis involved the implementation of a didactic sequence for first-grade students at the Guilherme Hallais França Municipal School, located in the city of Itabirito, Minas Gerais, Brazil. The main objective of the research was to promote literacy and language development through playful resources and themes of interest to the students, such as the study of animals. The textual genres explored included riddles and informational texts. The activities were organized into seven sessions, and the methodologies employed included text production, group reading, content systematization, literacy games, and formative assessment. Several methodological strategies were adopted to enhance learning, such as collaborative grouping, visual resources, and manipulable materials. These strategies encouraged students to actively participate as protagonists in the learning process, by creating riddles in groups and engaging in games like <Animal Lottery= and <Animal Trail=, developed by the Literacy and Language Development Laboratory of the Center for Literacy, Reading, and Writing at the Federal University of Minas Gerais. As a result, there was notable student engagement and progress in recognizing words and syllables, achieved through the development of syllabic awareness in everyday classroom activities. In addition, there was a strengthening of authorship and oral expression. It can be concluded, therefore, that a playful pedagogical approach significantly contributes to the literacy and language development of the participating students, promoting inclusive, comprehensive, and equitable access to learning.