THE DEVELOPMENT OF WRITING IN CHILDREN: FROM CAVES TO THE SCHOOL INSTITUTION

DAS “CAVERNAS” À INSTITUIÇÃO ESCOLAR

Abstract

This article aims to develop a reflection on aspects of the development of written language as a cultural instrument produced by humanity, and its appropriation, We defend the necessity for children to appropriate the knowledge historically produced by society to become humanized and subjects of their own history. It is a bibliographical research, grounded in a historical-dialectical materialism approach and based on cultural-historical theory. The research is supported by the studies of Vygotsky, Luria, Leontiev, and Fisher.The results indicate that, throughout history, the access to writing has been the privilege of a minority and education still takes on the form of traditional logic in the school environment, characterizing as an instrument of domination and alienation. It is concluded that access to autonomous writing is one of the basic requirements so that individuals humanize themselves, leave the "cave," and achieve effective social belonging. And that the development of writing in/by the child should be taught as social practices, in real situations of language use, as constitutive acts of consciousness. To overcome traditional logic, it is important for teachers to understand how children learn, based on a theoretical-methodological foundation that promotes the development of autonomy and the fullest human potential.