Let me play! The pursuit for overcoming the challenges faced in the post-pandemic literacy process

including playful activities in the Early Years

Abstract

This paper discusses the experiences, challenges and reinventions of the teacher-researcher in the return to in-person classes after two years of the Covid-19 pandemic. Given the learning difficulties and use of ludic practices in the Early Years of Elementary School, based on a qualitative approach, the following problematic study is investigated: how can we improve the reading and writing learning and teaching process in the Early Years of Elementary School with the support of ludic practices? The objectives of this study are to present some aspects of playfulness in the transition from Early Childhood Education to the Early Years, as well as to report experiences in the resumption of in-person classes, reflecting on the theory and practice of the relationship between play and literacy. Results show that the teacher, besides being playful and reflexive in their daily practice, should be constantly updating their technical basis process. In addition, evidence shows that dialogue and respect with the other person’s time and with the diversities and adversities are essential aspects for the transition between Early Childhood Education and Early Years. In this scenario of transition, ludic activities are one of the main allies in the literacy construction.