Cultural-historical Theory and the Written Language in Primary Education: studies and considerations

Abstract

This  work  intends  to  present  considerations bout    the    development    of    the    written language    in    Primary    Education,    having exploratory review with bibliographical design and  historical  approach,  based  on  researches of   Historical-Dialectic   Materialism   and   the Historical-Cultural   Theory,   by   considering that  it  is  the  task  of  the  school  to  teach scientific knowledge and promote the appropriation  of  the  culture,  from  enriching pedagogical  practices.  This  way,  we  consider that   this   proposal   is   justified   due   to   its relevance  to  the  organization  and  meaningful pedagogical    practices.    We    emphasize    the educational  procedures  and  the  educational work,   as   key   important   elements   to   the written  learning  by  the  kid.  Therefore,  we visualize the Children’s Educational Center in the   condition   of   educational   spaces   by   its excellence,  where  the  child  can  have  the  first systematized     contact     with     the     written language and the greatest human elaborations.