A interação e o papel do outro na aprendizagem da leitura e da escrita

Abstract

The main objective of this work is to understand the importance of mediation and the role of the other in the appropriation of written language. This theme is justified by the need to break with traditional practices that treat writing as a code that needs to be memorized and trained individually and out of context. For this, it was necessary to understand how some theoretical bases and language concepts influence the practice of teaching reading and writing and direct them towards a significant social activity or individual and decontextualized. We sought to understand the concepts of language defined by linguistics, as well as language for Ferreiro, Vygotsky and Bakhtin. This bibliographical study favors a historical-cultural approach, where language is seen as a mediating sign responsible for the constitution of the subject. Studies by Smolka (2012) and Goulart (2019) point to ways to understand literacy from a discursive perspective that understands the social nature of language development. By considering language as a social practice, it is expected that the teacher will enable students to express themselves in the most varied communicative situations, recreating spaces for dialogue and representation of discourses present in the social environment. It is necessary to provide access to different texts, from different discourses and to expand the use of language in different communicative situations, both in oral and in writing.