Reading proficiency in elementary school: playful conceptions in the native language and English language

Abstract

This article aims at addressing the importance of developing reading proficiency in elementary school encouraged using playfulness. The study presents reflections and dialogues with theoretical references and official documents, both in the native language and in the English one. Additionally, we suggested some playful activities focused on improving reading in both languages. We believe that the development of this topic reverberates with multiple insights on the school ground.