This work aims to discuss how ludic pedagogical resources can contribute to the development
of reading and writing in the literacy cycle. The teaching and learning of reading and writing
in initial literacy has been challenging for both teachers and learners. This reality requires a
methodological innovation that favors meeting the needs and difficulties of students. From
this perspective, in dialogue with the authors, ludic mediation is identified, through games and
activities, one can ensure its significant contribution to the learning of letters and their sounds,
the formation of syllables and words, phrases and short texts. Vygotsky (1998) states that,
through play and play, children instigate their imagination and work on their cognitive skills.
Kishimoto (2017) argues that the ludic, when used as an educational function, completes the
individual in his knowledge and apprehension of the world. This is confirmed in our research,
through the analysis of literacy games and activities suggested by some authors, in which
students interact by manipulating the pieces, establishing the relationship between phonemes
and letters, forming syllables and words, identifying initial sounds and rhymes in words,
understanding and interpreting sentences and small texts in oral and written form.
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