The nature of written language in the historical and psichological perspectives

some pedagogical implications

Abstract

The aim of this article is to point out writing as a graphical and autonomous language type, in relation to oral language, and to present some pedagogical implications for the organization of the process of teaching and learning of writing in the early years of Elementary School, in light of cultural-historical psychology. In order to situate the issue addressed and help in the discussion, it seeks theoretical basis in the historical perspective of writing, for understanding it provides valuable contributions to the study of linguistic sign and helps to make clear the confusion – also pointed out in the cultural-historical psychology – around the allegedly univocal relation between the written and oral aspects of the signs. Through a conceptual review related to sign and writing, it considers that writing is developed either in the history of humanity or in every child’s history by means of a cultural appropriation process which principle is the symbolic use of graphic aspect to express, bringing up the discussion about the way writing is assumed and considered nowadays as teaching and learning object in order to support children’s cultural development.