A criança como ser pensante: reflexões e práticas acerca de uma alfabetização construtivista baseada na Psicogênese da Língua Escrita.

Abstract

This paper has as its objective to explain the work to developed by a resident in the alphabetization classes of the Colégio de Aplicação João XXIII/UFJF within the scope of the Teaching Residency Program/UFJF having as bibliographic support the work “Psychogenesis in the Written Lenguage” (1999) by authors Emília Ferreiro and Ana Teberosky. Through a brief reflection it is possible to observe how the teaching of lectowriting in Brazil has been structured sincethe arrival of the Jesuits, having as a landmark the 1980s in which studies involving pedagogy and psychology gained place in the área of education. Their ideas about the constructivism and the levels of evolution of writing came up in a moment in which the teaching methods were being questioned e therefore gained grate repercussion in the educational spaces, initially in the academy, and posteriorly in the classroom practices. However, bad interpretations were made and for a long time the pedagogical content of the psychogenesis was wrongfully applied. Contrary to the movement, researchers and scholars of the area published texts and book that would bring arguments that attested to Ferrero’s and Teberossky’s proposals. Based on that, this text will approach the paths and deviations of this other possibility of alphabetization that considers the child as the protagonist of his own learning.