A relação entre psicologia e alfabetização sob a óptica dos professores

Abstract

The present work aims to analyse the relationship between Psychology and Literacy from teacher's point of view. Such analyses is conducted under the theoretical bases of Historic-Cultural Psychology, specially the works of Soviet psychologists Lev S. Vygotsky and Alexander R. Luria about the development of superior psychological functions and the importance of schooling in the constitution of psyche. The central question of this research is how the teacher responsible for literacy operates, decodes and recreates, in pedagogical practice, the psychological theories that support hislher actions. The research subjects were 24 teachers trem first grade in primary school, trom seven São Paulo state schools. The instruments used were a questionnaire and an interview undertaken with all subjects. The results confirm the following research hypothesis: a) literacy is understood by teachears more as a cognitive and personal acquisition of the child than as a process of social and cultural insertion; b) The teachers responsible for literacy that took part in the reseach value the literacy process, more for the child's day to day practic and immediate achievements, than for the changes that the process prometes in the child's psique, specially as to the possibility of promoting critical and reflective thinking