Didactic games for the development of reading and writing in EF1 children after the pandemic

Abstract

The context experienced in the face of the Covid-19 pandemic substantially changed the way children interacted and the way literacy teaching was carried out. Schools remained closed and classes took place online or through activities sent to families. Officially, according to the Brazilian Institute of Geography and Statistics, children who should be literate were seriously impacted by the pandemic and it was found that the number of illiterate children increased from 1.4 million in 2019 to 2.4 million in 2021. Context, this project aims to monitor children in the literacy phase in the classroom and develop pedagogical games that work with reading and writing content, as a way of working with content in a playful and affective way. Specifically, it aims to help the school in the sense of providing follow-up with the students to help with the tasks and school contents, seeking in this way, to try to minimize the possible damages in the schooling process, mainly with the initial process of learning to read and write. It is believed that monitoring and understanding the dynamics put into action in this scenario is essential to help public schools, especially teachers and students. Methodologically, monitoring will be carried out in the classroom and pedagogical games will be developed aimed at teaching reading and writing to children and to help teachers. It is believed that the project will be relevant for the children, the school and the community, since it directly involves the teaching and learning processes of the curricular components - in this case, reading and writing, which are basic components in fundamental education; teaching methodologies since specific activities are planned and based on literacy methods and the promotion of a humanized education. (AU)