Escrita colaborativa, interação e mediação pedagógica na alfabetização

Abstract

This paper is based upon the hypothesis that engaging in writing and contemplating the nature of the writing system prompts the child to (re)formulate their conjectures about its operations. In this article, a description and analysis of pedagogical interactions and mediations established with 6-year-old children from a public school will be provided, based on an approach inspired by the "Invented Writing Program" (Alves Martins). This approach involves working with word writing in small groups, with reference to adult-child and child-child interactions, emphasizing pedagogical assistance strategies focusing on self-discovery and scaffolding strategies. The results revealed that exposing children to challenging situations in which they need to argue and engage in the construction of a collective solution promotes the development of phonemic awareness and the understanding of the CCV syllabic structure (consonant-consonant-vowel), highlighting mediation strategies that can be used by literacy teachers in the classroom.