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Psychogenèse de la langue écrite: Une analyse nécessaire;
Psicogênese da língua escrita: Uma análise necessária

dc.contributor.authorAndrade, Paulo Estevão
dc.contributor.authorAndrade, Olga Valéria Campana dos Anjos
dc.contributor.authordo Prado, Paulo Sérgio T. [UNESP]
dc.date.accessioned2018-12-11T16:50:56Z
dc.date.available2018-12-11T16:50:56Z
dc.date.issued2017-10-01
dc.identifierhttp://dx.doi.org/10.1590/198053144361
dc.identifier.citationCadernos de Pesquisa, v. 47, n. 166, p. 1416-1439, 2017.
dc.identifier.issn1980-5314
dc.identifier.issn0100-1574
dc.identifier.urihttp://hdl.handle.net/11449/170463
dc.description.abstractIn Psicogênese da Língua Escrita [Psychogenesis of Written Language], Ferreiro and Teberosky describe a study on the development of reading and writing. The theoretical and methodological framework is provided by the Constructivism of Piaget: the active child builds their knowledge interacting with the environment – in this case the written language – and develops it throughout different stages. From Chomsky, the authors borrow the idea of an innate device for language acquisition, generalizing for the acquisition of reading, which would be learned as naturally as speaking. A third interpretive landmark is the Whole Language approach, whose main focus of reading must be the search for meaning. We present an analysis of internal contradictions of the text and a comparison of this text with some of the literature referenced in the work itself.en
dc.format.extent1416-1439
dc.language.isopor
dc.relation.ispartofCadernos de Pesquisa
dc.sourceScopus
dc.subjectConstructivism
dc.subjectLanguage
dc.subjectReading
dc.subjectWriting
dc.titlePsicogénesis de la lengua escrita: Un análisis necesarioes
dc.titlePsychogenèse de la langue écrite: Une analyse nécessairefr
dc.titlePsicogênese da língua escrita: Uma análise necessáriapt
dc.title.alternativePsychogenesis of written language: A much needed analysisen
dc.typeArtigo
dc.contributor.institutionGoldsmith University of London
dc.contributor.institutionColégio Criativo
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.description.affiliationDepartment of Psychology Goldsmith University of London
dc.description.affiliationDepartamento de Estudos Pedagógicos Colégio Criativo
dc.description.affiliationDepartamento de Psicologia da Educação Universidade Estadual Paulista “Júlio de Mesquita Filho” Unesp
dc.description.affiliationUnespDepartamento de Psicologia da Educação Universidade Estadual Paulista “Júlio de Mesquita Filho” Unesp
dc.identifier.doi10.1590/198053144361
dc.identifier.scieloS0100-15742017000401416
dc.rights.accessRightsAcesso aberto
dc.identifier.scopus2-s2.0-85037859719
dc.identifier.fileS0100-15742017000401416.pdf
dc.relation.ispartofsjr0,183
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