LITERACY MEDIATED BY CONCEPTS FROM THE HISTORICAL-CULTURAL THEORY

• Autor(a) principal: Sforni, Marta Sueli de Faria
• Data de Publicação: 2017
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Teoria e Prática da Educação (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/36617
• topic: Written language; Literacy.Historical-Cultural Theory; Conceptual learning.; Linguagem escrita; Alfabetização; Teoriahistórico-cultural; Aprendizagemconceitual

Why is there a tenuous dominion in written language by most students who finish the first years of basic education? The answer to the question requires a look on the literacy process so that the roots of the problem may be identified. Through concepts of the Historical-Cultural Theory we analyze the normal organization of literacy and identify the factors that foreground the low performance of students,especially their limits in order to in order to provide students with conditions for the abstraction and generalization of the alphabetic writing system. So that limits could be overcome, we underscore the need of the didactic route in literacy to be organized on the proper contents of literacy and foregrounded on the psychic processes involved in conceptual learning. The above involves a) perceiving the relationship between conscience-raising and conceptual dominion explained by Vygotsky; specifically, the relationship between conscience-raising within the alphabetic writing system and autonomy in reading and writing; b) taking into consideration the concepts of activity, action and operation provided by Leontiev to foreground a gradual process that would facilitate the appropriation of the properties and conventions of this symbolic system