O DESENVOLVIMENTO E A APROPRIAÇÃO DA LINGUAGEM ESCRITA

CONTRIBUIÇÕES DA PERSPECTIVA HISTÓRICO-CULTURAL

Abstract

Written language is an important aspect in human development, considering the possibilities of interactions and relationships, in addition to enhancing learning. This article aims to identify the contributions of the cultural historical conception to the development and appropriation of written language, having as main references the studies of Vigotski (2007, 2008) and Leontiev (2004). The research is characterized by a qualitative approach, carrying out a bibliographic review and interviews with two teachers, with theoretical support for the historical-cultural perspective. The analysis and discussion of the data was carried out from the Discursive Textual Analysis (DTA) (MORAES; GALIAZZI, 2016), originating three categories: the relations between spoken language and written language; written language; the relevance of the teacher's intervention in the process of appropriation of written language. Thus, the study allowed recognizing that spoken language and written language have links, both being surrounded by meanings, and can be perceived as representations and constituents of thought. We emphasize that the social, cultural and historical context in which the child lives influences the process of appropriation of written language.