Alfabetização e psicopedagogia: o processo de construção da língua escrita como instrumento norteador no diagnóstico psicopedagógico

• Autor(a) principal: Benito, Mariana Robles
• Data de Publicação: 2023
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39826
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL; Construção da leitura e escrita; Aprendizagem; Diagnóstico psicopedagógico; Construction of reading and writing; Learning; Psychopedagogical diagnosis

This paper aims to research the development of the child's cognitive process since the first doodles and their successive constructions that provide support to the competence to write alphabetically, and how these theoretical foundations can help the psycho-pedagogical diagnosis in order to enable appropriate interventions in situations of difficulty in reading and writing in children. Currently, the number of children who cannot read and write in Brazil has increased significantly due to the Covid 19 pandemic, and not being able to read and write at an appropriate age leads to losses in future learning. In view of this reality, psychopedagogy, as a specific area of study that it has become, seeks to understand the process of development and learning, identifying the causes of the blocks presented by the subjects with difficulties and, according to each situation, planning sessions to provide meaningful and pleasurable learning situations. The theoretical basis of this research included Jean Piaget and Luquet to describe the phases of drawing, Emilia Ferreiro for the specifications of the acquisition of reading and writing, Maria Anita Viviani Martins who richly explains the procedural integrations that occur in the development from doodles to the literacy system, Alicia Fernandez and Sara Pain, fundamental authors in Psychopedagogy