Sentidos da escrita nas linguagens das crianças.

Abstract

The senses of writing for children beginning literacy is the topic that I discuss in this paper, aiming at studying the experience and thinking about writing for children in the perspective of their contributions to the understanding we have of their learning of reading and writing. For this goal, I developed with a group of children a set of specific activities that enable us to think the way that they can (we) grant writing, through different languages and expression of emotions, the process of studying the complexity of this same action. Thus, the empirical context of the research that led to this study was first to the class of 1st grade of elementary school in Escola Estadual de EnsinoMédio Guia Lopes in which I teach in the morning in Candelária city-RS extending posteriorly for class 1st year of Colégio Nossa Senhora Medianeira, where I teach in the afternoon. In the first school, I held six workshops, two by week during the class period, activities aimed at developing a free writing / exploited spontaneous words from different languages. These activities allowed me to understand better, through the observations made in the second school, the child's thinking about writing. Furthermore, I realized the complexity of this learning process, considering me and the children directly involved as observers in this invention in a different way of telling yourself, and that is, in my view, the greater sense of learning to read and write because it allows the child to perceive themselves belonging to this world of literacy. Other findings led me to understand the importance for children, this time thinking about writing and their functions, as well as for the teacher, the need for a continuous search for theoretical and methodological, aimed at learning that even though always a work can be more pleasant, as it occurs in context, looking to learn and live.