Contribuições da perspectiva histórico-cultural para a alfabetização nas séries iniciais do ensino fundamental
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Data
2012-03-22
Autores
Francioli, Fatima Aparecida de Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa, de natureza conceitual, procurou apresentar as contribuições da teoria histórico-cultural para o ensino da linguagem escrita nos anos iniciais do ensino fundamental demonstrando como no processo de alfabetização a criança pode desenvolver um domínio consciente da escrita. Até a década de 1980, o Brasil utilizou, para alfabetizar as crianças, os denominados “métodos tradicionais”, constituídos pelo método sintético, analítico e misto. A partir de meados daquela década difundiu-se por todo o país a teoria construtivista como proposta pedagógica, em especial nas séries iniciais do ensino fundamental. A chamada “psicogênese da língua escrita” deslocou o eixo do “como se ensina” adotado pelos métodos então em vigor para o “como se aprende”, característica da concepção educacional sustentada pela teoria construtivista. No entanto, os resultados, bastante insatisfatórios, apresentados pelas avaliações nacionais, têm demonstrado que é preciso buscar alternativas pedagógicas que respondam aos desafios atuais da alfabetização. Nesse sentido, optamos pela psicologia histórico-cultural e pela pedagogia histórico-crítica, por encontrar no cerne dessas teorias as respostas para um ensino que desenvolva a aprendizagem consciente da criança. A análise que realizamos, de escritos de Vigotski sobre a linguagem escrita, mostraram que para esse autor a novidade essencial que a aprendizagem da linguagem escrita traz ao processo de uso dos signos pela criança reside no caráter voluntário do uso da linguagem escrita em comparação com o caráter espontâneo do uso da linguagem oral pela criança. Esse aspecto conecta-se, na teoria vigotskiana, à questão da relação entre os conceitos espontâneos e os conceitos científicos no desenvolvimento do pensamento da criança...
This study, conceptual in nature, attempted to present the contributions of cultural- historical theory to the teaching of written language in the early years of primary education by showing how the child may develop a conscious mastery of writing in the literacy process. Until the 1980`s, Brazil used what is entitled as the “traditional methods”, which consisted of the synthetic, analytical and mixed methods. From the middle of that decade, constructivist theory has spread throughout the country as a pedagogical proposal, especially in the early grades of elementary school. The so-called psychogenesis of written language shifted the axis of how to teach process adopted by the methods then applicable for the how to learn process feature of the educational concept supported by constructivist theory. However, unsatisfactory results, presented by the national evaluations have shown that we must seek educational alternatives that respond to the current challenges of literacy. In this sense, we chose the cultural-historical psychology and the critical-historical pedagogy, because we found in the core of these theories the answers to a teaching process that develops a conscious learning of the child. The analysis we performed in the Vygotsky`s writtings on the written language, showed that, for this author, the major innovation that the learning process of the written language brings to the process of using signs by the children lies in the voluntary character of the use of the written language compared to the spontaneous character of the use of the oral language by the child. According to the Vygotskyan theory, this aspect connects to the issue of the relation between spontaneous concepts and scientific concepts in the development of the child's thinking in elementary school. The spontaneous... (Complete abstract click electronic access below)
This study, conceptual in nature, attempted to present the contributions of cultural- historical theory to the teaching of written language in the early years of primary education by showing how the child may develop a conscious mastery of writing in the literacy process. Until the 1980`s, Brazil used what is entitled as the “traditional methods”, which consisted of the synthetic, analytical and mixed methods. From the middle of that decade, constructivist theory has spread throughout the country as a pedagogical proposal, especially in the early grades of elementary school. The so-called psychogenesis of written language shifted the axis of how to teach process adopted by the methods then applicable for the how to learn process feature of the educational concept supported by constructivist theory. However, unsatisfactory results, presented by the national evaluations have shown that we must seek educational alternatives that respond to the current challenges of literacy. In this sense, we chose the cultural-historical psychology and the critical-historical pedagogy, because we found in the core of these theories the answers to a teaching process that develops a conscious learning of the child. The analysis we performed in the Vygotsky`s writtings on the written language, showed that, for this author, the major innovation that the learning process of the written language brings to the process of using signs by the children lies in the voluntary character of the use of the written language compared to the spontaneous character of the use of the oral language by the child. According to the Vygotskyan theory, this aspect connects to the issue of the relation between spontaneous concepts and scientific concepts in the development of the child's thinking in elementary school. The spontaneous... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educação - Brasil, Alfabetização, Pedagogia critica, Ensino fundamental, Literacy
Como citar
FRANCIOLI, Fatima Aparecida de Souza. Contribuições da perspectiva histórico-cultural para a alfabetização nas séries iniciais do ensino fundamental. 2012. 226 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Ciências e Letras de Araraquara, 2012.