Aquisição da escrita na infância à luz da teoria histórico-cultural: reflexões sobre novos métodos

Abstract

This article deals with the process of acquiring writing through the bias of the Historical-Cultural Theory. The general objective is to understand the mental processes involved in the acquisition of writing in the period of childhood and to reflect on the need to adopt new teaching-learning methods that consider the social role of literacy and literacy. We carried out a literature review, based on bibliographical research, not only based on primary sources, but also on articles and periodicals that deal with the literacy process today. The study is justified by the relevance of knowing the contributions of the Vygotskyan theory. In order to reach the proposed objectives, we investigate how the acquisition of writing in childhood occurs. The analysis made it possible to conclude that the Historical-Cultural Theory allows the teacher to understand what skills are necessary to develop in childhood to promote the acquisition of writing with a social function, as well as the need to elaborate methods that facilitate mediation between student object, allowing stimulation, experience, and I-other-object interaction, processes that can result in more enjoyable and meaningful literacy.