In this direction, Blacksmith says that: (…) We have a empobrecida image of the child who learns: we reduce it to a pair of eyes, a pair of ears, a hand that an instrument catches to mark and a fonador device that emits sounds. Behind this cognoscente has a citizen, somebody that thinks, that constroi interpretations, that act on the Real to make it its. (1989, p.40-41) I understand that it is necessary, thus, to reflect on the alfabetizao with focus in questions that go beyond the methods. If it makes important a search for basic aspects in the learning, as for example, the infantile linguistic ability and the capacity that the children have of investigation, curiosity and will to know, questions that unhappyly, many times, are been in second plain or nor are taken in consideration. When rethink these questions, our paper while educator/educator, could also be rethink, pointing with respect to a necessity to create a facilitador environment of the learning, that disponibilize the access to the reading, the incentive to the creativity and the imagination, of form that the children still give to continuity to the stimulatons received for the family or, that has chance, if will not be the case of the familiar environment, of being in contact with propitious materials the world of the reading and the writing. For this also, we do not exclude the position of the teacher/professor, who ' ' facilita' ' the learning, but that also if it locates, is not neutral, also measured and contributes for a critical reading of the lived realities. We see as basic, therefore, that the child has time and ' ' voz' ' , counting on the valuation and the incentive to the production of the spontaneous writing in substitution to the tiring exercises and without possibility of reflection, as it is the case of the copies, so frequent still, in the pertaining to school environment.
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