'Uma dica pra ti… quando a sora fizer brincadeiras tu não vai só brincar… tu vai aprender brincando…': um estudo sobre o lúdico em roteiros de leitura a partir da prática pedagógica com crianças e professora ; 'A hint for you. when the teacher plays games, you won’t only play. you’ll learn by playing.': a study on the ludic in reading guides based on the pedagogical practice with children and teacher.

This research aims to comprehend the meanings of the ludic, understood as language, in reading guides developed for children in the literacy phase. It is based on the sociology of childhood in order to broaden the concept of what is ludic – from tool to language –, considering it part of children’s cultures and having the teacher as an atypical adult (CORSARO, 2011). It focuses on the analysis of reading guides developed within a group of children monitored from the 1st until the 3rd year of elementary school (2013 to 2015). The guides were elaborated on the basis of their ludic potential and contribution for the literary literacy (COLOMER, 2003, 2007; COSSON, 2014a, 2014b). It is supported by the paradigm of the research with children (GRAUE; WALSH, 2003) and by the power of the pedagogical documentation as a reflective element for the teacher. The practice carried out is considered an experience of encounter between the teacher and the children (LARROSA, 2002, 2015), where the meaning of this experience is searched (CONTRERAS; PEREZ, 2010). The data generation stems from two movements: one refers to the teacher’s practice, analyzing her pedagogical documentation; and the other involves the children, which are teaching and research partners, through registrations and dialogues in focus group. Based on the analysis carried out, the following results were obtained: a) concerning the reading guides, their constituent features are: 1) in the literary potentiality of the texts selected, developed in a ludic manner; 2) in the use of reading, emphasizing the word read in order to the form a reader; 3) in the creation of a reading environment that enables the make-believe and the children’s free expression; 4) in the preparation for listening the literary text; and 5) in the offer of several games that can be played from the text aiming to motivate/catch the reader and help in the comprehension of the text, cooperating with the act of teaching and thinking about the language (alphabetization/literacy); b) concerning ...