| Summary: | This article is an experience report on the use of literacy games as a didactic strategy for initial learning of reading and writing, carried out by a group of scholarship students from the Institutional Scholarship Program for Teaching Initiation (Pibid/Capes), from the Pedagogy course of the Federal University of Minas Gerais (UFMG). The work was developed in classes of 1st grade of elementary school in two public schools and it was intended to enable the teaching of the Alphabetical Writing System through a playful, mediated and reflective perspective. With this project, the contribution of the game as an important didactic resource for children's literacy was noticeable. Moreover, the initial training of the students of the Pedagogy course who are author of this report was positively marked, reinforcing important issues of the theory-practice relationship.
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