METODOLOGIAS ATIVAS NA ALFABETIZAÇÃO: LITERATURA INFANTIL, LUDICIDADE E PROTAGONISMO DA CRIANÇA

Abstract

The literacy process requires pedagogical first that regard children as active participants in the construction of their own learning, valuing their prior knowledge, experiences, and different ways of engaging with reading and writing. In this context, this article aims to reflect on the potential of active learning methodologies in the literacy process, considering the contributions of children’s literature and playfulness to the development of pedagogical approaches that foster children’s agency and active participation, as well as meaningful learning. The study adopts a qualitative, bibliographic approach, combined with a reflective analysis of pedagogical experiences carried out in a first-grade of Elementary School class at a municipal public school in Maricá, in the state of Rio de Janeiro, Brazil. The discussion is grounded in studies related to literacy and literacy, children’s literature, playfulness, and active learning methodologies. The experiences analyzed included activities involving movable letters and rhymes, conducted in small groups, as well as an activity based on the book Diversidade, by Tatiana Belinky, which incorporated prior knowledge, collective reading, dialogue, and group production. The analysis indicates possibilities for integrating children’s literature, playfulness, and active learning methodologies in the development of more participatory literacy practices, in which children are given opportunities to interact, formulate hypotheses, express ideas, and construct meaning. It is concluded that children’s agency and active participation in the learning process do not diminish the importance of the teacher’s role; rather, they require intentional pedagogical mediation capable of creating conditions for participation and knowledge construction throughout the literacy process.