O trabalho docente com a psicogênese da língua escrita no ciclo de alfabetização

Abstract

The present work had as main objective to understand how the teachers of the literacy cycle develop through the Psicogênese of the Written Language, the organization of its pedagogical work. Analyzing the conception about the psychogenesis of written language in the teachers' view of the literacy cycle; identifying and analyzing the difficulties that teachers encounter in order to develop activities in the literacy cycle relating them to the psychogenesis of written language; identify and analyze also the pedagogical practices of the teachers of the literacy cycle, and if there is a relation with the psychogenesis of the written language; analyzing if the school environment provides continuous training for those teachers who are working in the literacy cycle so that in their practice they can make use of methodologies that work with the psychogenesis of written language. The work with the psychogenesis of written language in the literacy cycle contributes to the learning process of students who are inserted in the literacy cycle, students who are in the process of acquiring the language and writing and reading. The interviewees were teachers of the first, second and third years of a municipal school in Joao Pessoa. As a research methodology, the qualitative method was prioritized, making use of observation and semi-structured interview. I sought support in the studies of Ferreiro and Teberosky (1985), Magda Soares (2009), Telma Weisz (1985), Esther Pillar Grossi (1990), among others. According to what was observed in the institution where the research was carried out, the work with the psychogenesis of the written language is not frequent, it only happens in the classroom of the second year, being that this work was to be explored in all the rooms of the literacy cycle, in the day to day of the students, prioritizing their experiences, respecting the level of the writing of each one, and being carried out along with the contents taught by the teachers in the classroom. In view of this, I believe that this research will contribute to highlight the importance of work with the psychogenesis of written language in the literacy cycle, and that all teachers of literacy can use in their pedagogical practice working with the psychogenesis of written language, aiming to contribute with the process of literacy in the context of the literacy of its students.