Resumo

BAJARD, Élie. After all, where is reading?. Cad. Pesqui. [online]. 1992, n.83, pp.29-42. ISSN 0100-1574.

First grade children in Brazilian public schools are seldom exposed to, or have access to, written matter, which points to a serious distortion. Following constructivism and other trends, children are introduced to written language mainly through producing their own text, reading being thus neglected. By drawing on writing social practices and their history, this paper discusses the links between pedagogues' role and research on learning - especially research made by Emilia Ferreiro and followers -, showing the effects of the children-writing approach on to the classroom, and suggesting measures to enable children to reach effective reading.

Palavras-chave : Alfabetização; Leitura; Escrita.

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