Fixando a gramática: o jogo como estratégia para uma aprendizagem ativa

Abstract

The difficulties involved in the concepts of adjective, noun and verb, learned in the classroom, result in decorated and unapprehended content on the part of the students, provoking in the teachers the search for diversified forms of teaching. Playfulness enables effective memorization because the child will need to devise strategies to achieve results and this will give meaning to his multiple discoveries. The game will certainly leave the class full of meaning and goals, both for the teacher and the children, regardless of the stage in which they are both. This work aims to qualify and defend some play activities as a methodology that serve as an aid to the teaching of the Portuguese Language, with applicability in the production and textual analysis, aiming to work with nominal and verbal agreement. The methodology of this work consists of the application of punctual games and brings as results, writing and textual self-analysis. We can point out that, although learning is subjective, it was possible to evaluate within the parameters that make possible a meaningful learning for the children's lives as writers.