Dinâmicas interativas nas atividades de escrita no processo de alfabetização: ensinar e aprender o sistema de escrita

Abstract

The dissertation entitled “Interactive dynamics in writing activities in the literacy process: Teaching and learning the writing system” is part of the research of the Literacy Research Group at the Federal University of Minas Gerais, which focuses on Invented Spelling. The main objective of this work was to understand the interactive dynamics constitutive of writing activities as a learning procedure, including Invented Spelling, in the first year of Elementary School. Through participant observations in the classroom and interviews with teachers, we sought to answer the following questions: i) To what extent do writing activities in the first year/EF involve invented writing? ii) How do interactions take place in the classroom in activities that involve writing as a learning procedure? Are interactions between children promoted in classroom writing proposals? And between child and teacher? Is there a predominant type of interaction? iii) What challenges does a first-year/PE teacher encounter in interactive dynamics when conducting writing activities as a learning procedure? To this end, we dialogue with authors who discuss the process of initial learning of written language, Ferreiro and Teberosky (1999) and Soares (2004, 2016 and 2020) and also Invented Spelling, Alves-Martins and collaborators (2009, 2012, 2015, 2018, 2019, 2020). The results demonstrate, regarding writing activities as a learning procedure in the 1st year, that three teaching actions were of great relevance in the development of these activities: the use of the textbook, the use of movable letters and the association of word writing activities to diagnostic assessment. With regard to the interactive dynamics constitutive of writing practices in the classroom, we found that both interactions between peers, the teacher's mediation and interactions between teacher-child/child-teacher were fundamental to the interactive process and the construction knowledge in the writing activities carried out. In interactions between teacher and child, the teacher performs two movements when interacting with the children: collective guidance and explanations on the board and individual interventions with the children. In interactions between peers, three different interactive dynamics were identified: interactions inherent to the classroom situation, in small groups and the collaborative proposal. Finally, the research reinforces the social and interactive nature of knowledge construction, highlighting that the classroom is the space for interactions. We found that interactive dynamics are constitutive and intrinsic to the proposals for writing words and invented writing carried out, and can be further enhanced when promoted in spaces and intentional activities of exchange and dialogue between children.