Literacy And Reading: Incorporating Playful Activities Into The Teaching-Learning Process In The Early Years Of Elementary Education

This work focuses on the literacy and learning process in Brazil, emphasizing the importance of introducing playfulness into this process during the early years of elementary education. The main objective is to understand the role of playfulness in the literacy process in the early years of elementary education. Methodologically, this is a bibliographic research study, conducted through data collection from the Latin American and Caribbean Health Sciences Literature (LILACS) database and the Brazilian Digital Library of Theses and Dissertations (BDTD). To extract studies from these databases, the following descriptors were cross-referenced: Illiteracy, Early Years, Elementary Education. The boolean operator and was used for this cross-referencing. The inclusion criteria for the research were: scientific articles, monographs, dissertations, and theses that were complete, addressed the topic, were in Portuguese, freely accessible, and published between 2018 and 2023. The theoretical framework of the research covered two distinct points: the first addresses the panorama of literacy in Brazil, and the second discusses the importance of playfulness for teaching and learning in the early years. From this, it is possible to conclude that playfulness plays a significant role in student learning during the early years of elementary education. This is particularly relevant in the first three years, as it is crucial for children to feel comfortable exploring the new reality presented to them. Therefore, it seems essential that teachers integrate playfulness into the literacy and learning process, enabling children to develop a passion for reading and writing, driven by the interest and curiosity sparked by playful activities included in this process.