Abstract

BORTOLANZA, Ana Maria Esteves  and  FREIRE, Renata Teixeira Junqueira. BETWEEN MEANING-MAKING AND DECODING WRITING: IVO’S LITERACY. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2019, vol.28, n.54, pp.139-154.  Epub July 10, 2019. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2019.v28.n54.p139-154.

This article analyzes writing gestures of a six-year-old child who attends the first year of primary school, initial period of his literacy education (2015). The collected data during an informal interview are part of an institutional research project The development of authoring and reading attitude in the writing appropriation process in preschool, which has been extended to the first years of primary school, aiming to comprehend how children appropriate themselves of writing in formal and informal contexts. It is a qualitative research, with an ethnographic approach, carried out through observations, interviews and pedagogical experiments. In this article we analyze the results of an interview with Ivo, a child aged six whose written records analyzed clearly show the paradox between making meaning through writing in life and decoding the alphabetic code in school. It concludes that, although schools teach reading and writing by emphasizing the teaching of the alphabetic code, the external aspect of writing then, children seek to appropriate themselves of its social meaning, assigning to it senses which are constructed in the family environment and other contexts.

Keywords : Literacy; Written culture; Meaning and sense; Early years of primary school.

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