Basic skills for the development of written language: contributions from Historical-Critical Pedagogy and Historical-Cultural Psychology
This article aims to make considerations about basic resources for the development of written language and which must be addressed in teacher training, in order to be incorporated into educational practices. We point out the contributions of historical-critical pedagogy and historical-cultural psych...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de Didática e Psicologia Pedagógica - Obutchénie |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/69565 |
| Acceso en línea: | https://seer.ufu.br/index.php/Obutchenie/article/view/69565 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación Infantil Lengua Escrita Pedagogía-Histórico-Crítica Psicología Histórico-Cultural Early Childhood Education Written Language Historical-Critical Pedagogy Historical-Cultural Psychology Educação Infantil Linguagem Escrita Pedagogia Histórico-Crítica Psicologia Histórico-Cultural |
| Sumario: | This article aims to make considerations about basic resources for the development of written language and which must be addressed in teacher training, in order to be incorporated into educational practices. We point out the contributions of historical-critical pedagogy and historical-cultural psychology. We conclude that the appropriation of written language will be fully realized in elementary school, but that early childhood education has also important contributions in this path, such as the ones we consider. |
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