O lúdico como facilitador no processo de alfabetização de um aluno com transtorno em déficit de atenção e hiperatividade

Abstract

This article aims to discuss the importance of play as a facilitator in the process of literacy, a student with Trouble at the Attention Deficit and Hyperactivity. It builds on the case study conducted in a Social Project of the city of San Borja / RS which offers workshops on teaching to turn against the school. For a year, attended himself as a teacher with a student in Trouble for Attention Deficit and Hyperactivity. The universe of reading and writing hides many facets and the teacher need to seek alternative methodological enabling the student to an apprenticeship also of quality. Throughout the service, in the workshops, was being searched the interconnection of fun with the cognitive, based on Vygotsky (1998), which deals with the playful in the development, Carvalho (2004), which stands out in the scenario of Special Education and Condemarín ( 2006), which is dedicated to research concerning the Transtorno of Attention Deficit and Hyperactivity in psycho-educational intervention. During the activities with the student, it was noted that the playful facilitated their socialization with the group. The results of the observations showed that through recreational activities were changing the student with respect to these aspects. So, it is understood that it is possible, through the use of a methodology diversified overcome the learning difficulties.