A importância da ludicidade no processo de alfabetização nos anos iniciais

Abstract

This article discusses the importance of playfulness in the literacy process in the early years of elementary education. The research is based on the principle that learning should be meaningful, enjoyable, and creative, valuing play, games, and playful activities as tools that make the classroom a dynamic space for interaction and children's active participation. Methodologically grounded through qualitative field research conducted in two schools in the rural area of Picos (PI), with two teachers working in the 2nd and 3rd grades of elementary school. Data collection was carried out through questionnaires, aiming to understand the teaching experiences and strategies used to integrate games, play, and playful activities into the literacy process. Drawing on authors such as Vygotsky (2007) and Piaget (1971), the study shows that playfulness is not mere entertainment, but a pedagogical resource capable of stimulating curiosity, reasoning, socialization, and emotional balance, where the aim was to analyze the importance of playfulness in the cognitive, social, and emotional development of children. It was observed that the integration of literacy and reading and writing practices, when mediated by playful activities, stimulates critical understanding of reality and strengthens the bond between the student and knowledge. Thus, it is concluded that playfulness should be seen not as a complement, but as a structuring principle of pedagogical practice, contributing to a more human, meaningful, and inclusive education, capable of forming creative, critical, and socially engaged individuals.