Fases da escrita no processo de alfabetização

Summary

This video discusses the stages of writing development in children, based on Emília Ferreiro and Ana Teberosky's psychogenesis theory. It emphasizes the importance for educators to understand where their students are in the writing process to create tailored teaching strategies. The stages include pre-syllabic writing, syllabic writing (with and without phonetic value), the transition to alphabetic writing, and the orthographic phase. The video clarifies common misunderstandings, stressing that this theory is not a method but a framework for understanding literacy acquisition. The video aims to help educators navigate these phases effectively and improve literacy outcomes.

Takeaways

• 😀 The video discusses the importance of understanding the phases of writing in literacy education for teachers.
• 😀 It highlights the significance of identifying the phase a student is in to tailor lesson plans for progression.
• 😀 The phases of writing are based on the psychogenesis theory of written language by Emília Ferreiro and Ana Teberosky.
• 😀 The psychogenesis of written language is not a method but a study of how children learn to read and write.
• 😀 The first phase of writing is pre-syllabic, where children start to recognize letters but do not yet understand their corresponding sounds.
• 😀 In the pre-syllabic phase, children begin to distinguish between drawings and letters, realizing letters are needed to form words.
• 😀 The syllabic phase follows, where children start to understand that words are made up of syllables, often representing each syllable with a letter.
• 😀 In the syllabic phase, there is a sub-phase where students use letters without matching the correct sounds, known as 'syllabic without sound value.'
• 😀 The alphabetic phase is when children understand that each sound corresponds to a letter, marking the development of more accurate spelling.
• 😀 The orthographic phase, which is not expected by the end of the first year, involves further refinement of spelling rules and sound-letter correspondence.
• 😀 There are common misunderstandings around the psychogenesis theory, as many confuse it with a teaching method, which it is not. It's about diagnosing a student's stage of learning.

Q & A

What is the main focus of the video script?

The video focuses on explaining the stages of writing acquisition in early literacy, specifically the phases of writing identified by Emília Ferreiro and Ana Teberosky, and their relevance for teachers in the literacy process.

What is the importance of understanding the phases of writing in literacy?

Understanding the phases helps teachers assess where their students are in the writing process, enabling them to create targeted plans to help students progress from one phase to another.

What is the main misconception about the theory of psychogenesis of written language?

A common misconception is that it is a teaching method. However, the psychogenesis of written language is a study of how children learn to read and write, not a method to teach literacy.

Who developed the theory of psychogenesis of written language, and when was it initiated?

The theory was developed by Emília Ferreiro and Ana Teberosky, initiated in the 1980s, though based on studies from the 1970s.

What does the term 'psychogenesis of written language' mean?

Psychogenesis of written language refers to the process of how children understand and acquire the knowledge of reading and writing, based on a constructivist approach to learning.

What is the first phase of writing development according to the theory?

The first phase is the 'pre-syllabic phase,' where children begin to recognize that drawings and scribbles are different from letters, and they start forming hypotheses about writing even though they haven't mastered the connection between sounds and letters.

How do children demonstrate understanding in the pre-syllabic phase?

In the pre-syllabic phase, children understand that letters are necessary to write words, though they may not yet know the specific sounds associated with those letters. They may also start to differentiate between large and small objects by using more or fewer letters in their writing.

What is the 'syllabic phase' in writing development?

In the syllabic phase, children recognize that words are divided into syllables, and they begin to use one letter for each syllable. They may still use incorrect letters for sounds, but they show an understanding of syllable structure.

What is the difference between 'syllabic without sound value' and 'syllabic with sound value'?

In the 'syllabic without sound value' phase, children understand the concept of syllables but may use letters that don't match the sounds. In the 'syllabic with sound value' phase, they use letters that correspond more accurately to the sounds in each syllable.

What is the 'alphabetic phase' in writing development?

The alphabetic phase is when children understand that each sound corresponds to a letter, and they start to use the correct number of letters to represent each syllable. However, they may still make mistakes, such as confusing similar sounds like 's' and 'z'.

How does the 'silabo-alphabetic' phase fit into the development process?

The 'silabo-alphabetic' phase is a transitional stage where children mix elements of the syllabic and alphabetic phases. They begin to understand that a single letter is not enough for each syllable and start incorporating vowels and additional letters, though they may not yet complete the word accurately.

Why is the psychogenesis theory sometimes misunderstood or blamed for failures in literacy education?

The theory is often misunderstood as a method of teaching, leading educators to mistakenly apply it as a prescriptive approach to literacy. This confusion contributed to frustrations and failures in the literacy process, as it is not a method, but a framework to understand how children learn to read and write.

What is the role of teachers in relation to the stages of writing development?

Teachers need to assess which phase their students are in and use appropriate methods to help them advance to the next phase. The theory emphasizes that the teacher's role is to facilitate this transition, not to enforce a fixed method.

What resources are available for teachers to better understand how to apply this theory?

Teachers can explore various educational resources, including videos, articles, and expert discussions on the psychogenesis of written language. They are encouraged to engage with the material, ask questions, and participate in live discussions for deeper understanding.