A ORGANIZAÇÃO DO ENSINO NA ALFABETIZAÇÃO E A APRENDIZAGEM DE CONCEITOS CIENTÍFICOS PROMOTORES DO DESENVOLVIMENTO PSÍQUICO
Journal Title: Ideação - Year 2016, Vol 18, Issue 2
Abstract
This work presents an analysis about the organization of literacy teaching and its approximations and / or distances to the learning of scientific concepts that promote psychic development. The methodology takes as reference the bibliographic review on the theme, the observation and the analysis of a literacy activity carried out in relathe first grade of elementary school. Based on this methodology, it is sought to identify the actions that structure the organization of teaching for the conceptual appropriation organized by the teacher when performing a literacy activity. The analysis of the organization of teaching and the materialization of the literacy activity were substantiated on the historical-cultural perspective of language, based on Vygotsky’s notes, which includes the relation of teaching and learning as a cultural process and historically mediated by human activity. The theoretical option provided a critical reflection on the organization of literacy teaching and its relationship with conceptual learning. The results show that teaching in literacy structured by materials that guide the practices of teachers in a constructivist perspective distances itself from an intentional teaching with the potential of learning from scientific concepts that make it possible to overcome the particular view of the concept by the capacity of generalization of thought.
Authors and Affiliations
Marineiva Moro Campos Oliveira
Keywords
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