Alfabetização e letramento: uma questão de método

Abstract

Literacy and literacy are concepts that all teachers know and experience, but few understand its relationship interaction. Literacy goes far beyond teaching reading and writing, literacy should be one associated with literacy, which leads to reflect on the various ways that actualize this process of teaching and learning practice. For this work, was chosen as the Sociointeracionismo Vygotsky teaching method to be studied, highlighting his major contributions to educational practice. Bibliographic theoretically this study's main authors Soares (2013); Freire (1996); Ferreiro (1987); Moll (1996); Lemle (1991) who postulated about Literacy and Literacy, highlighting the settings that surround this universe, the representation of language and understanding of the writing system, as well as the processes of literacy and literacy. The Bakhtin (2014) authors; Rego (2012); Castorina (1995), Oliveira (1995, 1993) were used to refer to the study of Sociointeracionismo, highlighting the main ideas of Vygotsky and how to realize the development of learning on the Vygotskian perspective, the implications of Vygotsky's ideas for education and to school and their teachers, the relationship between thought and language and its acquisition.