The favoring of written language appropriation in the final years of Early Childhood Education and the beginning of Elementary School

approximations and distances

Abstract

This article aims to observe the scenario in which the process of appropriation of writing takes place and to outline possibilities for literacy teachers through activities and practices that elucidate good and efficient pedagogical practices. As possibilities of aligning content with playful practices in the learning process, the article seeks to analyze the needs of children as socially active beings, elucidate situations that can aggravate the appropriation of writing and enable moments in which the teacher uses tools more connected to the play as you learn. The work of bibliographic research had as guiding axes the Historical Cultural Theory of Vygotsky and the dialogical principles of the Bakhtin Circle. As a basis of practices, it is present in the text, some playful activities developed in the classroom, with students of the second year of elementary school in the literacy process. As an instrument of data generation, bibliographic research and analysis of pedagogical practices were used, within the school scenario of appropriation of writing. The construction of the article elucidated the initial problem that most of the time “of teachers” practices do not meet the needs of students, thus confronting the function of teaching. It was confirmed that the way in which the literacy teacher most of the time (and without knowledge of other possibilities) takes the content to his students, makes them memorize the information in an evaluative and summative character and not as he should, which is in a qualifying and formative nature.