The exercise of reading with playful methodologies in the literacy process

Abstract

This work highlights the implementation of the "Reading Envelope" as an innovative strategy in the context of the 3rd year of elementary school. When dealing with students who already had a considerable cognitive background, it was essential to develop specific interventional approaches to effectively expand their knowledge. The activity made it possible to identify common challenges in the literacy process, such as letter changes, while also revealing a perceived lack of interest in reading. The methodology adopted, based on colored envelopes containing printed phrases, sought not only to address the difficulties identified, but also to instigate the students' interest in a playful way. Competition between them was introduced as a stimulating element, resulting in greater participation and engagement. The positive results indicated that the activity contributed to making reading a more common and attractive practice for the children. From a theoretical point of view, the considerations of Alves and Teixeira (2022) on the importance of play in the development of knowledge and the need to integrate reading into the child's daily routine served as a conceptual basis for the development and evaluation of the practice. In short, the "Reading Envelope" proved to be an easy-to-implement strategy with a positive impact on student interest and participation, highlighting the relevance of playful and personalized approaches to promote effective and enjoyable learning in the crucial phase of literacy.

Keywords: reading; playful methodologies; literacy.