Writing at Primary Grades: Memories, Stories and Praxis

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Data

2015-01-01

Orientador

Coorientador

Pós-graduação

Curso de graduação

Título da Revista

ISSN da Revista

Título de Volume

Editor

Univ Federal Espirito Santo

Tipo

Artigo

Direito de acesso

Acesso restrito

Resumo

This paper tries to discuss the historical processes of teaching and learning of writing in school. Then, from a didactic sequence performed with students from the 4th grade of elementary school we will present a proposal based on the interactionist conception (VYGOTSKY, 1998, 2008, 2014), consisting of reading practices (LEFFA, 1996a, 1996b; SOLE, 1998) and writing (FIAD; MAYRINK-SABINSON, 2004; COSTA VAL [.. et al], 2009; RUIZ, 2013), which values the dialogue and interaction between the children and the teacher. The practices presented and discussed in this article were developed and implemented in a City Department of Education at Sao Paulo State. We propose an intervention and analyze some written records of the students in a learning situation. We conclude that, inside the school, we have to provide meaningful activities of reading and writing and that these should be generated from a praxis guided dialogue.

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Idioma

Português

Como citar

Contexto-revista Do Programa De Pos-graduacao Em Letras. Vitoria: Univ Federal Espirito Santo, n. 28, p. 220-241, 2015.

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