Mother tongue teaching process in the perspective of cultural-historical theory: reflections on reading and writing

Abstract

This paper aims to reflect on teaching reading and writing of mother tongue that considers the social function of writing and the specificity of school work in dealing with language. It results from the research which considered studying authors from the cultural-historical theory aimed to reflecting on the pedagogical implications of the theory to the development of teaching and learning of reading and writing processes in the early grades of elementary school. For the present reflection, we took a part of those studies which approximated the cultural-historical theory and the dialogic theory of language to make a systematization of a proposal aimed to organizing the teaching process of mother tongue which puts in relation three elements that dynamically consider a relationship between cultural content (the written language, by which people interact), the teacher (which mediates the relationship between the learning subject and the object of knowledge, by means of different speech genres) and the student (active subject who learns within the social relations in the classroom). It concludes that, leading with meaning, without which the word is reduced to its physical reality, the teacher enables the understanding of language as it is: a living reality.