Learning to read and write in light of genetic psycholinguistics

Detalhes bibliográficos
Autor(a) principal: Pinto, Maria da Graça Lisboa Castro
Data de Publicação: 2019
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ilha do Desterro
Texto Completo: https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p63
Resumo: The aim of this paper is to show that learning to speak and write is based on cognitive foundations, apart from the social and neurological aspects which should not be underestimated. The paper should thus be read from the perspective of genetic psycholinguistics, which places special emphasis on the cognitive development that underpins oral and written language. I intend to highlight the conditions that are required for successful entry into writing, ranging from mastery of the notions of number and class and their relationships of equivalence and inclusion, to the ability for cognitive decentralisation that accompanies abstraction, which is indispensable to the symbolisation that is at the origin of the phonographic code. This paper consists of two parts: the first is focused on theoretical notions without which it would be difficult to understand the perspective adopted, and the second is more practical, documented by a battery of tests that aim to evaluate the child upon entry into school, considering the aspects listed.
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spelling Learning to read and write in light of genetic psycholinguisticsAprendizagem da leitura e da escrita à luz da psicolinguística genéticaThe aim of this paper is to show that learning to speak and write is based on cognitive foundations, apart from the social and neurological aspects which should not be underestimated. The paper should thus be read from the perspective of genetic psycholinguistics, which places special emphasis on the cognitive development that underpins oral and written language. I intend to highlight the conditions that are required for successful entry into writing, ranging from mastery of the notions of number and class and their relationships of equivalence and inclusion, to the ability for cognitive decentralisation that accompanies abstraction, which is indispensable to the symbolisation that is at the origin of the phonographic code. This paper consists of two parts: the first is focused on theoretical notions without which it would be difficult to understand the perspective adopted, and the second is more practical, documented by a battery of tests that aim to evaluate the child upon entry into school, considering the aspects listed.Uma abordagem rigorosa à aprendizagem da leitura e da escrita não devia prescindir do contributo da psicolinguística genética, porquanto esta permite explicar os desempenhos encontrados e esclarecer o que linguística e cognitivamente tem de ser atingido para uma entrada na escrita com sucesso. Tomando por base essa perspetiva disciplinar, no presente texto procura-se: 1) mostrar, através do CALE de Andrée Girolami – instrumento de avaliação das aptidões para a leitura e escrita –, o papel da abstração e da simbolização nessas habilidades; 2) ressaltar a responsabilidade da família e da pré-escola como agências de literacia destinadas a criar uma continuidade entre o oral e a escrita;  e 3) defender hábitos de convívio com a linguagem que permitam que a criança seja um interlocutor ativo que venha a sentir, já no oral, a descontextualização da escrita.  UFSC2019-10-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTheoretical approachapplication/pdfhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p6310.5007/2175-8026.2019v72n3p63Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 72 No. 3 (2019): Psycholinguistics: implications for the classroom; 63-84Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 72 n. 3 (2019): Psycholinguistics: implications for the classroom; 63-842175-80260101-4846reponame:Ilha do Desterroinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p63/40984Copyright (c) 2019 Maria da Graça Lisboa Castro Pintoinfo:eu-repo/semantics/openAccessPinto, Maria da Graça Lisboa Castro2019-12-10T11:56:59Zoai:periodicos.ufsc.br:article/61623Revistahttp://www.periodicos.ufsc.br/index.php/desterroPUBhttps://periodicos.ufsc.br/index.php/desterro/oaiilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com2175-80260101-4846opendoar:2019-12-10T11:56:59Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Learning to read and write in light of genetic psycholinguistics
Aprendizagem da leitura e da escrita à luz da psicolinguística genética
title Learning to read and write in light of genetic psycholinguistics
spellingShingle Learning to read and write in light of genetic psycholinguistics
Pinto, Maria da Graça Lisboa Castro
title_short Learning to read and write in light of genetic psycholinguistics
title_full Learning to read and write in light of genetic psycholinguistics
title_fullStr Learning to read and write in light of genetic psycholinguistics
title_full_unstemmed Learning to read and write in light of genetic psycholinguistics
title_sort Learning to read and write in light of genetic psycholinguistics
author Pinto, Maria da Graça Lisboa Castro
author_facet Pinto, Maria da Graça Lisboa Castro
author_role author
dc.contributor.author.fl_str_mv Pinto, Maria da Graça Lisboa Castro
description The aim of this paper is to show that learning to speak and write is based on cognitive foundations, apart from the social and neurological aspects which should not be underestimated. The paper should thus be read from the perspective of genetic psycholinguistics, which places special emphasis on the cognitive development that underpins oral and written language. I intend to highlight the conditions that are required for successful entry into writing, ranging from mastery of the notions of number and class and their relationships of equivalence and inclusion, to the ability for cognitive decentralisation that accompanies abstraction, which is indispensable to the symbolisation that is at the origin of the phonographic code. This paper consists of two parts: the first is focused on theoretical notions without which it would be difficult to understand the perspective adopted, and the second is more practical, documented by a battery of tests that aim to evaluate the child upon entry into school, considering the aspects listed.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Theoretical approach
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p63
10.5007/2175-8026.2019v72n3p63
url https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p63
identifier_str_mv 10.5007/2175-8026.2019v72n3p63
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/desterro/article/view/2175-8026.2019v72n3p63/40984
dc.rights.driver.fl_str_mv Copyright (c) 2019 Maria da Graça Lisboa Castro Pinto
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Maria da Graça Lisboa Castro Pinto
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UFSC
publisher.none.fl_str_mv UFSC
dc.source.none.fl_str_mv Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; Vol. 72 No. 3 (2019): Psycholinguistics: implications for the classroom; 63-84
Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies; v. 72 n. 3 (2019): Psycholinguistics: implications for the classroom; 63-84
2175-8026
0101-4846
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reponame_str Ilha do Desterro
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repository.name.fl_str_mv Ilha do Desterro - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv ilha@cce.ufsc.br||corseuil@cce.ufsc.br||ilhadodesterro@gmail.com
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