Estratégias lúdicas para intensificar e ressignificar práticas de produção escrita com alunos do 3º ano do ensino fundamental

Abstract

This work, entitled "Playfull strategies to intensify and resignify written production practices with students in the 3rd year of elementary school" aims to establish relationships between the knowledge built about the role of playfulness in learning and the guidelines for the construction of work with the axis of written production in the early years of elementary school, in order to propose some principles that can guide the authorial work of the teacher. For this, we seek to build an integrated theoretical foundation, dialoguing with the Common National Curriculum Base and with the National Curriculum Guidelines, in the approach of topics such as: conception of school, student, teaching and learning (Nóvoa, 2009); playfulness and teaching (Lima e Silva, 2012); writing practices from the perspective of textual genres (Dolz, Gagnon e Decândio, 2011), pedagogical work with the fairy tale (Abramovich,1997). Therefore, the constructed foundation supports the assumption that the creation of playful situations can intensify the writing practices of students in the 3rd year of Elementary School, in addition to making them more contextualized and meaningful for the students themselves. The methodology used is action research and, given the restrictions imposed by the COVID 19 pandemic, the course conclusion work is composed of this theoretical-methodological document and a Pedagogical Notebook that, assuming a propositional character, presents an intervention plan, drawn from the principles constructed and discussed in this research paper.