BOARD GAMES: PLAY RESOURCE FOR CHILDREN'S LEARNING IN VULNERABILITY SITUATION

This article is an excerpt from a master'sthesis, carried out in the Postgraduate Program in Special Education at the Federal University of Sao Carlos. The general objective was to observe and analyze the use of the boardgame in the process of appropriating skills related to reading and writing of children in situations of social vulnerability. This research was carried out in a Civil Society Organization, in the interior of the state of Sao Paulo. Four teen girls from seven to ten years old who atended this organization participated in this study. It had three stages: 1. Initial survey; 2. Intervention with board games; 3. Completion. The results showed a gain in skills during the process of acquisition of Reading and writing, since the application of the evaluations demonstrated that all girls developed new skills possibly due to thein fluence of the game.