Pensamento, linguagem e língua escrita segundo a epistemologia genética: processos e construções análogos
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Data
2016-03-09
Autores
Sasso, Bruna Assem [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho trata de buscar as possíveis relações entre o desenvolvimento do pensamento e da linguagem oral e a aquisição da linguagem escrita, segundo Jean Piaget e Emilia Ferreiro. Parte dos seguintes questionamentos: será que existe(m) relação(ões) entre a psicogênese do pensamento e da linguagem oral e a psicogênese da língua escrita? E qual o papel da linguagem oral na aquisição da língua escrita? Realizamos então um estudo comparativo entre o processo de aquisição da língua escrita e o processo de aquisição da língua oral abordados em duas obras consideradas clássicas dos referidos autores, e, mediante tal análise, encontramos que tanto no desenvolvimento do pensamento e da linguagem oral, quanto no desenvolvimento da língua escrita, existe um processo construtivo de natureza conceitual. Pudemos ainda evidenciar que na aquisição da linguagem escrita o sujeito leva em conta a aquisição da linguagem oral e em ambas as psicogêneses o papel da imagem é crucial: servindo tanto de base como de empecilho para os progressos. Assim, certos de que não basta simplesmente ao sujeito ter uma linguagem para alcançar uma escrita, acreditamos que é antes necessário a ele certo grau de reflexão sobre a linguagem oral que lhe permita tomar consciência dos mecanismos de suas propriedades, pois há um estreito vínculo entre o desenvolvimento da língua oral e o da língua escrita, que deve ser considerado pelos pedagogos para a compreensão da língua escrita das crianças.
This work is to seek possible links between the development of thought and spoken language and written language acquisition, according to Jean Piaget and Emilia Ferreiro. Some are the following questions: is (are) there relationship between the psychogenesis of thought and oral language and the psychogenesis of written language? What is the role of oral language in the acquisition of written language? Then, we carried out a comparative study of the written language acquisition process and the acquisition of spoken language addressed in two works considered classic of these authors, and through this analysis, we found that both in the development of thought and oral language, as in the development of written language, there is a constructive process of conceptual nature. Furthermore, we show that in the acquisition of written language, the subject takes into account the acquisition of spoken language and, in the two developments, the role of the image is crucial: serving both base as hindrance to progress. Thus, certain that not simply just the subject have a language to reach a written, we believe that it is rather necessary to it a degree of reflection on the oral language that allows to be aware of the mechanisms of their properties, because there is a close link between the development of oral language and the written language, which should be considered by educators in understanding the written language of children.
This work is to seek possible links between the development of thought and spoken language and written language acquisition, according to Jean Piaget and Emilia Ferreiro. Some are the following questions: is (are) there relationship between the psychogenesis of thought and oral language and the psychogenesis of written language? What is the role of oral language in the acquisition of written language? Then, we carried out a comparative study of the written language acquisition process and the acquisition of spoken language addressed in two works considered classic of these authors, and through this analysis, we found that both in the development of thought and oral language, as in the development of written language, there is a constructive process of conceptual nature. Furthermore, we show that in the acquisition of written language, the subject takes into account the acquisition of spoken language and, in the two developments, the role of the image is crucial: serving both base as hindrance to progress. Thus, certain that not simply just the subject have a language to reach a written, we believe that it is rather necessary to it a degree of reflection on the oral language that allows to be aware of the mechanisms of their properties, because there is a close link between the development of oral language and the written language, which should be considered by educators in understanding the written language of children.
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Palavras-chave
Educação, Processo de conceptualização, Pensamento e linguagem, Língua escrita, Construtivismo, Process of conceptualization, Education, Thought and language, Written language, Constructivism