Construtivismo e teoria histórico-cultural: implicações no processo de aprendizagem inicial da língua escrita em crianças pequenas

Abstract

The History of Literacy in Brazil has its perspective revealed in the History of Literacy Methods that, from the end of the XIX century until the beginning of the 1980s, privileged the linguistic facet, in a movement that oscillated from synthetic methods to analytical methods. In the 1980s, with the studies of Emilia Ferreiro and collaborators on Piagetian cognitivism with an emphasis on the comprehension of the process of acquisition of written language, there was a ‘conceptual revolution’ through the Psychogenesis of the Written Language, in a perspective of interaction of the child with the object of knowledge, that is, authentic writing, texts that circulate socially, revealing that writing is constructed by the child itself, hence the denomination of ‘constructivism’. Between the end of the 1980s and the beginning of the 1990s, the country started to have another perspective that brought great influences: the proposal to treat literacy as a discursive process, based mainly on the studies of HistoricalCultural Theory, having as Vygotsky the main theoretician. The aim of this research is to understand the implications of Piaget and Vygotsky’s psychogenetic theories in the process of acquisition of written language (literacy and literacy) in order to systematize Constructivism and Historical-Cultural Theory in the History of Literacy Methods in Brazil. To achieve this, the following specific objectives have been established: 1) to systematize the History of Literacy Methods in Brazil; 2) to analyze how the Genetic Epistemology conceives the process of knowledge construction by the human being; 3) understand how theorists who take the basis of Genetic Epistemology explain the process of acquisition of written language and what didactic-methodological implications of constructivism in literacy and literacy; 4) analyze how the HistoricalCultural Theory explains the psychic development of the child; 5) understand how the theorists who take the basis of Vygotsky’s theory explain the process of acquisition of written language. Regarding the methodology, this research is characterized as bibliographical, since we analyze the academic and scientific literature about proposals for acquisition of written language based on the theories of Piaget and Vygotsky. The study reveals the specificities of Constructivism and Historical-Cultural Theory regarding the understanding and implications that they bring in the process of acquisition of written language, as well as the similarities that exist between these proposals. These are changes that have brought great contributions to the understanding of the process and the performance of the literacy teacher, highlighting five: 1) orality, reading and writing are interconnected; 2) literacy is a process, therefore, in it, the child goes through phases; 3) the text must be the starting point and the point of arrival; 4) it is fundamental the child’s coexistence with texts that circulate socially; 5) The social and school interaction, having the adult (especially the teacher) as mediator, is fundamental for the success in the process of acquiring written language.