Alfabetização numa Perspectiva de Letramento

• Autor(a) principal: SILVA, Verônica Maria Gomes da
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFRN
• Texto Completo: https://repositorio.ufrn.br/handle/123456789/42140
• topic: Alfabetização; Letramento; Letramento Literário; Educação

This article exposes some considerations relating to the literacy and initial reading instruction process, in the case of the concepts and specificities of those processes and as is the development of writing and reading. In spite of being different terms in their conceptualization, they are complementary, contributing to the success of the beginning formation of elementary school students. The literate practices influence all the subjects that are responsible for the knowledge of themselves, for this reason people that live in society must not be considered illiterate even if they are not illiterate. Another aspect addressed are the reflections on the literary literacy which constitutes an intervention directed to the textual genres in the classroom. In order to do that , we based on the studies developed by Soares (1998), Tfouni (2010), Cosson (2014). The main objective of the study is to understand how the process of literacy letrando. It seeks to answer the following questions: the chances of acquisition of writing as a knowledge building process, taking into account the cognitive and constructivist aspects; reflect on the contributions of psychogenesis of written language for the creation of literacy and literacy contexts and understand the conceptual difference between literacy and literacy, thus deepening the understanding of the concept of literacy letrando. One bibliographic approach methodologically was adopted, emphasizing the thought of theorists in the study area, establishing a relationship of these assumptions, that deal with the letramaneto and literacy, with the way the student appropriates the written language, developing skills and core competencies for reader training. With article writing it was possible to conclude that the literacy process must be worked in a perspective of literacy letrando, where students use what they learn in school during their social practices.