Da psicogênese à linguística : uma análise em aquisição de linguagem escrita

Abstract

The present work had as objective to analyze productions of initial writing of children in literacy processes, in a first plane, under the light of the Psicogenesis and, in a second, of the Acquisition of Interactionist Language. They are not analyzes to compare one theory to another, but in order to understand the process of construction of the same text from the perspective of two notions that have antagonistic places of understanding, revealing the proximity and distances present in the scriptures. A didactic project was applied in a municipal public school, and 22 students who were in the inaugural process of literacy participated in the action, focusing on the analytical part in four texts. The study carries a qualitative, critical and reflective approach, searching interpretations in the literature that may help to reflect the issues raised in the problematic of the theme in focus. For this, we have brought about the acquisition of language, on the one hand, research affiliated to the Psychogenesis of written language, with Ferreiro and Teberosky (1999) and Morais (2012), and, on the other hand, in Linguistics, Dialogic Interactionism re-signified by (1957, 1983, 1985, 1986, 1988, 1998), Saussure (1975), Benveniste (1958, 1966) , As well as the use of the written language in the written language, as well as in the writing of a representationist vision, which reveals itself in writing (Borges, 2006, and speech) as a relation of subject, language and the other, crossed by a functioning that escapes the domain of the speaker / writes. The data reveal that the Psychogenesis focuses on the construction of a writing that advances in literacy going through phases of development and domination of the child over writing, leaving out the question of the individual who brings a writing formatted from a chain of signifiers, always as an effect of language functioning, as advocated by Interactionism. We observe that adherence and commitment to the proper order of language is of vital importance for the reflection proposed here. The functioning of writing in the linguistic process is part of a relationship involving the child, the other and the Other that constitute each other.