COLLABORATIVE WRITING, INTERACTION AND PEDAGOGICAL MEDIATION IN LITERACY

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.