ESCRITURA COLABORATIVA, INTERACCIÓN Y MEDIACIÓN PEDAGÓGICA EN LA ALFABETIZACIÓN

Valéria Barbosa
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Abstract

It is based on the hypothesis that the act of writing and thinking about the nature of the writing system causes the child to (re)elaborate their hypotheses about its functioning. In this article, a description and analysis will be made of the interactions and pedagogical mediations established with 6-year-old children from a public school, based on the approach inspired by the “Invented Writing Program” (Alves Martins), which consists of working with the writing of words, in small groups, using adult-child and child-child interactions as a reference, emphasizing pedagogical assistance strategies such as a focus on self-discovery and scaffolding strategies. The results revealed that exposing children to challenging situations, in which they need to argue and get involved in the construction of a collective solution, favors the development of phonemic awareness and the understanding of the CCV (consonant – consonant – vowel) syllabic structure. It highlights mediation strategies that can be used by literacy teachers in the classroom.
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合作写作、互动和扫盲教学中介
它所依据的假设是,写作行为和对写作系统本质的思考会促使儿童(重新)阐述他们对写作系统功能的假设。本文将描述和分析与一所公立学校的 6 岁儿童建立的互动和教学中介关系,该中介关系基于受 "发明写作计划"(阿尔维斯-马丁斯)启发的方法,包括以小组为单位,以成人与儿童和儿童与儿童之间的互动为参考,进行文字写作,强调教学辅助策略,如注重自我发现和支架策略。研究结果表明,让儿童置身于具有挑战性的情境中,他们需要争论并参与集体解决方案的构建,这有利于发展音位意识和对 CCV(辅音-辅音-元音)音节结构的理解。它强调了扫盲教师在课堂上可以使用的调解策略。
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