A utilização da ludopedagogia no processo de alfabetização e letramento e a aprendizagem significativa dos alunos

Abstract

This study aims to investigate the use and contributions of ludopedagogy in the teaching and learning process by teachers in the classroom, seeking to answer the question: What are the contributions of using ludopedagogy for students' meaningful learning in the literacy and reading/writing process? The study is systematized into the following specific objectives: a) Understand ludopedagogy and meaningful learning; b) Describe the concepts of literacy and reading/writing; c) Characterize the practices of literacy teachers in teaching literacy and reading/writing; d) Enumerate activities involving ludopedagogy; e) Identify the contributions of ludopedagogy for students' meaningful learning in the literacy and reading/writing process. The theoretical framework is based on references such as Ferreiro (2017), Soares (2020), Kishimoto, Piaget (1978), Vygotsky (1994), and Ausubel (2003), among others. Methodologically, a qualitative research approach (Guerra, 2014) was chosen, with bibliographic research and field research (Gil, 2002). Data were collected through a closed questionnaire (Marconi and Lakatos, 2021) and semi-structured interviews (Gil, 2002), and data analysis followed Bardin’s, 2016. The research was conducted in four public schools in the municipality of Piripiri-PI, with four participants, all of whom were basic education teachers.