Experiências de professora e mãe alfabetizadora: análises textuais dos cadernos de uma aluna

Abstract

This article is derived from the discussions provided in the Subject Oral and
Written Language in Childhood, offered in a Professional Master's Degree in
School Education, which discusses alphabetization and literacy in the
development of written language acquisition. It aimed to discuss how to work
with written language with texts during the literacy process today and what
its social function for student's education. Therefore, it was possible to
understand and analyze the current discussions of these themes in writing
from a process in which it needs to be spontaneous, like a moment in which
the child exposes its knowledge through interactions with the literate world,
considered a cultural object with social functions that, from an early age,
allows the child's appropriation and, because of this, writing should not be
conducted limiting the child's development. The discussions were based on
a literature review, with a qualitative approach, in which narratives are
presented about the experiences of one of the authors as a literacy teacher
and mother, through a case study of the development of alphabetic writing
from texts in a student's notebook, challenging her conceptions about
alphabetization and literacy. The results showed that the theoretical
conceptions of psychogenetics and psycholinguistics in the acquisition of
written language are the most significant path in the student's development
because the writing must have meaning for the children in the social
coexistence of their lives. So that it is possible to use these writing skills in
the most varied situations of their daily lives.