Teaching intervention: towards contextualized and reflective teaching

Abstract

The article presents a reflection on teaching interventions anchored in the constructivist psychogenetic perspective and reiterates the proposition of contextualized and reflective teaching. Initially, it takes up the criticisms of literacy methods based on an understanding of the intense intellectual activity of children, young people and adults throughout the process of appropriating writing. It then highlights the importance of the contributions of didactic research, based on the psychogenetic framework, to understanding that didactic situations for teaching reading and writing should be planned taking as their starting point their primary function of enabling children to put into play their own ways of producing knowledge. Based on the analysis of a didactic situation in which children were challenged to write for themselves, she reiterates the case for contextualized and reflective teaching, in which teacher interventions are committed to problematization and not to explicit and directive teaching of the grapheme-phoneme relationship. For this reason, she concludes that teaching interventions should not be based on avoiding or correcting errors, but on taking on the commitment to problematize what children think and offer the didactic conditions necessary for them to continue learning about the uses and functioning of writing.