Avaliando o desenvolvimento da escrita da criança por meio da psicogênese: contribuições para o processo de alfabetização

Abstract

The present work had as main objective to understand the contribution of Psychogenesis as an evaluative procedure in the development of children's writing in the Literacy process. With the specific objectives we want: To review the studies that underlie Psychogenesis and Literacy; diagnose the levels that children present in psychogenesis tests in an initial, intermediate and final evaluation; Identify the changes presented by the students during the Literacy process and propose activities for the teacher to work with the Psychogenesis of the students in the Literacy cycle. As a research methodology, the qualitative method was prioritized through case study, using participant observation tools, semi-structured interviews and Psychogenesis tests. The research was carried out with the 1st grade elementary school class of the Basic Education School and the class teacher. We use theoretical support in the studies of Ferreiro and Teberosky (1999), Grossi (1990), Morais (2012), Soares (2003), and others, who contributed for the discussions in this paper. The results of this research show that the Psychogenesis of written language contributes significantly in the development of students' writing. We observed that the class teacher knows at what level of learning each child is in performing the dictations as a way to identify the writing stages, as well a which works involving reading and writing have contributed to the evolution of students. Considering this aspects, we recognize the importance of Psychogenesis in the development of students' writing.