Resumo

LUGLE, Andreia Maria Cavaminami  e  MELLO, Suely Amaral. The meaning of written language and the reader/writter learning attitude. Educ. Puc. [online]. 2015, vol.20, n.3, pp.187-199. ISSN 1519-3993.  https://doi.org/10.0000/edpuc.2015.203.187.

The purpose of this study is to discuss the meaning that children give to written language at school. From this perspective, our study is based on the activity theory developed by Alexis Leontiev that advocates that the meaning of the writing activity needs to coincide with the social function of writing as a condition for the effective learning of written language. To collect the data we used oral references of preschool teachers and we observed and interviewed first graders. We reflect on the experiences that can promote the necessary conditions to develop the reader/author attitude in children and we point to a necessary separation between presenting the written culture in preschool and elementary school, as two separate moments, although complementary: the inclusion of the most elaborate forms of written culture during preschool and learning the writing technique in elementary school.

Palavras-chave : Written Language; Production of Meaning; Cultural Historical Theory.

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