O percurso de aquisição da escrita como construto de tecnologia cognitiva

Abstract

The aim of this research is to analyze the process literacy learners go through to acquire the cognitive tools needed to produce texts at the end of the first cycle of elementary school, using linguistic resources appropriate to the symbolic representations they wish to record in written form. The theoretical foundations start from an understanding of writing as a technology (VARGAS, 2001; VIEIRA PINTO, 2005; ORTEGA Y GASSET, 2009, CUPANI, 2016), and, more specifically, as a cognitive technology (LÉVY, 1993; DASCAL, 2002). As well as, we follow the particularities of the written modality using the propositions of de Auroux (1992), Gnanadesikan (2009), Xavier (2013) and the concept of metalanguage and its implications for the acquisition process (CULIOLI, 1995; ROMERO, 2011), understanding it also as cognitive technology. The methodology is based on quantitative and qualitative analysis of data from children from 1st to 4th grade from a public and private school, provided by GEALE, a study group at the University of Pelotas in Rio Grande do Sul. The data was organized into categories, identifying metalinguistic elements that the literate child needs to master in order to acquire writing: word segmentation, punctuation, referencing and connectors. With these categories, it is possible to identify a path that the child goes through before acquiring writing.