2026-09-292026-09-292025-09-16MONTEIRO, Eliane dos Santos. Jogos e brincadeiras como estratégias para promover a leitura na educação infantil: explorando métodos divertidos para incentivar a leitura. Orientador: Nilo Carlos Pereira de Souza. 2025. 41 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação, Instituto de Ciências da Educação, Universidade Federal do Pará, Belém, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/10281. Acesso em:.https://bdm.ufpa.br/handle/prefix/10281This paper addresses the relationship between reading and playfulness as strategies for the formation of competent and critical readers in the early years of early childhood education. From a sociocultural approach, it discusses the importance of developing a taste for reading through playfulness, as well as the benefits of reading when integrated with games and playful activities in the school context. The theoretical framework includes Piaget (1994), Vygotsky (1987), Lapierre (1987), Luria (1980), Mizukami (1986), and Huizinga (2000), among others, in dialogues that highlight the role of play in the acquisition of written language, intrinsic motivation, the importance of a playful pedagogical environment, and the use of diverse practices (games, storytelling, memory games, dramatizations, among others). The adopted methodology is bibliographic with a qualitative focus, seeking to identify practical paths and pedagogical strategies that promote reading in a pleasurable and meaningful way. The study also analyzes common difficulties in the literacy process, such as phonological awareness, decoding, and comprehension, highlighting the need for creative mediation by teachers to stimulate autonomy, imagination, and critical thinking. In conclusion, it is stated that playful activities, when mediated by teachers who prioritize affectivity and autonomy, promote cognitive, social, and emotional development, contributing to the formation of critical readers and active citizens. This document points to the importance and valorization of playfulness in teaching, as well as the extension of learning to contexts outside the classroom, aiming at an inclusive and contextualized education.Acesso AbertoEducação InfantilFormação de LeitoresJogos e BrincadeirasTeorias SocioculturaisMediação DocenteEarly Childhood EducationReading FormationGames and PlaySociocultural TheoriesTeacher MediationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil