A literatura como estratégia didática e lúdica no desenvolvimento do ensino aprendizagem

Abstract

This study aims to investigate literature as a didactic and playful strategy in the development of teaching and learning, becoming an essential theme for the educational environment, as it will have a positive impact on the student's education and will provide a natural incentive for the habit of reading. The interest in developing this research arose as a personal concern, mainly because, in the face of an experience with the supervised internship discipline, I was able to observe that elementary school classes need a more didactic methodology, considering that playfulness is an important instrument in the teaching and learning process of students, and playfulness also influences students' interest in the content, as they like to play and from that they learn, becoming the insertion of playful activities that can be worked on within the scope of literature. Thus, the research aims to analyze literature as a didactic and playful strategy in the significant evolution of learning. The methodology used in this work consisted of a bibliographical research, transmitted as a fundamental tool for the effectiveness of the research. The main authors used in this research were Almeida (2006), Barros (2013), Bordini (1993), Cademartori (2012), Coelho (2000), Cosson (2006), Faria (2004), Frantz (2011), Krug (2015), Lajolo (2000), among others. The expected results are that there will be greater visibility of the importance of literature in the teaching-learning process and its ease in developing students' knowledge, in addition to enabling greater exploration of the real world and the fantastic through literary books, but, above all, promoting an improvement in the reading habit. It is concluded that literature is a tool that should be explored appropriately by the teacher in the development of students' learning and knowledge.