A ESCRITA AUTORAL DE ESTUDANTES DOS ANOS INICIAIS DO ENSINO FUNDAMENTAL COMO EXPRESSÃO DE SENTIDOS E SIGNIFICADOS

• Ano de defesa: 2024
• Autor(a) principal: RENATA AKEMI OKANO
• Orientador(a): Armando Marino Filho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Fundação Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Desenvolvimento psicológico; escrita; Teoria Histórico-Cultural.
• Link de acesso: https://repositorio.ufms.br/handle/123456789/9496

This research focused on the process of writing acquisition in children during the psychological development period of 6 to 9 years, from a historical-cultural theoretical perspective. The general objective is to understand how the conception of Historical-Cultural Theory can enrich pedagogical practice by considering the social and cultural context of students as essential conditions for the development of authorial writing. The study analyzed how the methodology of writing fragmentation and the repetition of words impact children's expression of thought and knowledge. The specific objectives were: to analyze how the teaching methodology based on fragmentation and the correspondence between letters and sounds interferes with the acquisitions process of written language; to investigate how this methodology can affect the development of authorship in writing among children; and to explore the contributions of the authorial writing process for children to establish themselves, in the future, as author subjects. The research is grounded in the theoretical framework of Vygotsky and the contributions of authors such as A. N Leontiev, V.V. Davidov, and A. R. Luria, among others. The methodological approach followed the principles of historical-dialectical materialism, and data analysis was based on conceptual systematization and theoretical generalization. The results indicated that, although fragmentation may facilitate the initial recognition of phonemes and graphemes, its isolated application has significant limitations. The methodology tends to excessively focus on mechanical decoding, neglecting important aspects of authorial writing, such as meaning creation and contextualization. This may restrict the development of authorial writing and children's ability to engage in more complex and creative writing practices. The research showed that authorial writing develops better when integrated into meaningful contexts and pedagogical practices that promote creative expression and personal authorship. It was found that fragmentation should be complemented by approaches that value writing as a means of expression and communication. The practice of authorial writing in social and meaningful contexts was crucial for the development of children's authorial identity.