Softwares: potencializadores de aprendizagem no processo de letramento

Abstract

This work pretends think about the contributions of educational softwares like playful artifacts capable to promote significant learning in the literacy process. The importance of this theme is on the possibility of discussions about pedagogical praxis involved to the teach read and write of students that enter in the school with six years old, as well as possible contribution for the construction of pedagogical actions which stimulate the participation, interaction and creative and reflexive construction of knowledge in the children. They are guide questions of this study: how educational softwares can contribute to the process of read and write construction on the initial school years? What is the relevance of the educational softwares use in the teach read and write praxis? Starting from the studies of Valente (2000) and Moran (2007), among other authors, is emphasizing the use of informational and communicational technologies like mediums of expansion of the read and write praxis on school context. Therefore, is emphasized the use of educational softwares like didactic alternative capable to benefit the literacy process, in so far as permit the access of the students to different form of read and write, expanding their language knowledge. The conclusions emphasized the teacher like mediator in this process, as he plans and promote playful activities which guide the students to the construction of their knowledge.