The need of an integrated literacy process on initial learning of written language

Detalhes bibliográficos
Autor(a) principal: Cardoso Jr., Vicente de Souza
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista da ABRALIN (Online)
Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/1654
Resumo: At the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government.
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spelling The need of an integrated literacy process on initial learning of written languageA necessária integração entre alfabetização e letramento na aprendizagem inicial da língua escritaAlfabetizaçãoLetramentoDesenvolvimento cognitivo e linguístico da criançaMagda SoaresInitial learning of written languageLiteracyChild’s cognitive and linguistic developmentMagda SoaresAt the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government.Na conferência Alfabetização e Letramento – TeoriaS e PráticaS, que integrou a programação do evento Abralin ao Vivo – Linguists Online, a professora Magda Soares apresenta a concepção de alfabetização e letramento que tem orientado o trabalho na Educação Infantil e nos anos iniciais do Ensino Fundamental na bem-sucedida experiência do município de Lagoa Santa (MG). Esta resenha apresenta aspectos fundamentais dessa concepção, que, segundo Soares, é centrada na orientação do processo de aprendizagem da língua escrita pela criança, com atenção a seu desenvolvimento cognitivo e linguístico. A conferencista apresenta algumas das principais teorias psicológicas e linguísticas que oferecem evidências científicas importantes para a alfabetização e o letramento, defendendo que esses processos sejam sempre integrados. Algumas dessas teorias são recuperadas nesta resenha, que também destaca divergências entre a concepção apresentada por Magda Soares e a que é proposta pela atual Política Nacional de Alfabetização do governo federal.Associação Brasileira de Linguística2020-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAbralin ao VivoTextoinfo:eu-repo/semantics/otherapplication/pdftext/xmltext/xmlapplication/pdfhttps://revista.abralin.org/index.php/abralin/article/view/165410.25189/rabralin.v19i2.1654Revista da ABRALIN; V. 19, N. 2 (2020); 1-6Revista da ABRALIN; V. 19, N. 2 (2020); 1-60102-715810.25189/rabralin.v19i2reponame:Revista da ABRALIN (Online)instname:Universidade Federal do Paraná (UFPR)instacron:UFPRporenghttps://revista.abralin.org/index.php/abralin/article/view/1654/1552https://revista.abralin.org/index.php/abralin/article/view/1654/1709https://revista.abralin.org/index.php/abralin/article/view/1654/1710https://revista.abralin.org/index.php/abralin/article/view/1654/1553Cardoso Jr., Vicente de Souzainfo:eu-repo/semantics/openAccess2021-12-23T21:09:52Zoai:ojs.revista.ojs.abralin.org:article/1654Revistahttps://revista.abralin.org/index.php/abralinPUBhttps://revista.abralin.org/index.php/abralin/oairkofreitag@uol.com.br || ra@abralin.org2178-76031678-1805opendoar:2021-12-23T21:09:52Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)false
dc.title.none.fl_str_mv The need of an integrated literacy process on initial learning of written language
A necessária integração entre alfabetização e letramento na aprendizagem inicial da língua escrita
title The need of an integrated literacy process on initial learning of written language
spellingShingle The need of an integrated literacy process on initial learning of written language
Cardoso Jr., Vicente de Souza
Alfabetização
Letramento
Desenvolvimento cognitivo e linguístico da criança
Magda Soares
Initial learning of written language
Literacy
Child’s cognitive and linguistic development
Magda Soares
title_short The need of an integrated literacy process on initial learning of written language
title_full The need of an integrated literacy process on initial learning of written language
title_fullStr The need of an integrated literacy process on initial learning of written language
title_full_unstemmed The need of an integrated literacy process on initial learning of written language
title_sort The need of an integrated literacy process on initial learning of written language
author Cardoso Jr., Vicente de Souza
author_facet Cardoso Jr., Vicente de Souza
author_role author
dc.contributor.author.fl_str_mv Cardoso Jr., Vicente de Souza
dc.subject.por.fl_str_mv Alfabetização
Letramento
Desenvolvimento cognitivo e linguístico da criança
Magda Soares
Initial learning of written language
Literacy
Child’s cognitive and linguistic development
Magda Soares
topic Alfabetização
Letramento
Desenvolvimento cognitivo e linguístico da criança
Magda Soares
Initial learning of written language
Literacy
Child’s cognitive and linguistic development
Magda Soares
description At the lecture Alfabetização e Letramento – TeoriaS e PráticaS, which integrated the program of the online event Abralin ao Vivo – Linguists Online, Professor Magda Soares presents the concept of literacy that has been guiding the strategies used in the Preschool and first grades of Elementary School in Lagoa Santa (MG, Brazil) and has led to the city’s successful experience. This review presents fundamental aspects of this conception, which, according to Soares, is centered on giving attention to the child’s cognitive and linguistic development while guiding their process of learning the written language. The lecturer presents some of the main psychological and linguistic theories that offer important scientific evidence about the initial learning of written language. Soares argues that children must learn the alphabetic writing system whilst assimilating the social uses of reading and writing. Some of these theories are recovered in this review. It also highlights divergences between the conception of literacy presented by Magda Soares and the one currently proposed by the Brazilian federal government.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Abralin ao Vivo
Texto
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dc.identifier.uri.fl_str_mv https://revista.abralin.org/index.php/abralin/article/view/1654
10.25189/rabralin.v19i2.1654
url https://revista.abralin.org/index.php/abralin/article/view/1654
identifier_str_mv 10.25189/rabralin.v19i2.1654
dc.language.iso.fl_str_mv por
eng
language por
eng
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https://revista.abralin.org/index.php/abralin/article/view/1654/1709
https://revista.abralin.org/index.php/abralin/article/view/1654/1710
https://revista.abralin.org/index.php/abralin/article/view/1654/1553
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Associação Brasileira de Linguística
publisher.none.fl_str_mv Associação Brasileira de Linguística
dc.source.none.fl_str_mv Revista da ABRALIN; V. 19, N. 2 (2020); 1-6
Revista da ABRALIN; V. 19, N. 2 (2020); 1-6
0102-7158
10.25189/rabralin.v19i2
reponame:Revista da ABRALIN (Online)
instname:Universidade Federal do Paraná (UFPR)
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reponame_str Revista da ABRALIN (Online)
collection Revista da ABRALIN (Online)
repository.name.fl_str_mv Revista da ABRALIN (Online) - Universidade Federal do Paraná (UFPR)
repository.mail.fl_str_mv rkofreitag@uol.com.br || ra@abralin.org
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