Trajetória de uma criança em relação à apropriação da escrita: o que ela não pode saber?

Abstract

What factors facilitated and influenced Samuel's writing acquisition process? These and other questions are part of this research project, which aimed to understand the school trajectory of a child from a public school in Belo Horizonte, Minas Gerais, throughout his literacy cycle, from 2006 to 2008. The theoretical-methodological perspective adopted was based on the ontological and epistemological foundations of Historical-Cultural Psychology in dialogue with Interactional Ethnography. For this research, we also propose a dialogue with psychoanalysis, in order to elucidate new components that were present in the course of the research, which included conducting semi-structured interviews with those involved in the school life of Samuel, as well as, the analysis of artefacts and field notes. We have chosen the most significant events of this trajectory to highlight aspects of the subjectivity of the student which influenced the process of writing acquisition. Thus is portrayed a picture of a student who sometimes behaved as one who does not know, or as someone who knows or can know. At other times the student showed shame, engaged or disengaged in classroom activities placing himself at the margins of these activities, sometimes not remembering the facts and at other times recalling some of them. This leads us to consider that a school history is not readymade, but is constructed by the subjects and their subjectivities. We stress the importance of guide activities which comply with the process of cultural and mental instruction and the development of students as these enable imminent development zones that can allow them to acquire the written language as something which is more than just a code to be deciphered. Thus, we consider that Samuel's writing acquisition was determined by movements of advances and retreats at the same time syllabic, pre-syllabic and alphabetic. We contrasted the games scenarios that motivated Samuel with the scenario of his current classroom starting in 2014 and found a possible explanation for the 'lazy' and 'disinterested' label present in his family, teachers' and doctor's discourse. As a result, we argue that learning paths not provided by the school should always be seen from different angles and that such paths cannot be adequately explained or designed solely from a single point of view. Therefore, we question the medical discourse that has been gaining force in the current education scenario, which conceives of these learning paths as ready and ossified in diagnoses such as 'dyslexia'. Samuel's trajectory allowed us to identify the fact that it presents an element that prevented him from being satisfied with his own learning. This element that caused suffering and was analogous to having "something stuck in the throat", prevented him from talking and knowing about himself and his school subjects according to social conventions. Finally, in the search for another possible way that is not marked by the pathological and medical, we propose the continuation of this research, which should take as its point of departure the question: what Samuel cannot know?