THE TEACHER'S INTERVENTION IN THE WRITTEN LANGUAGE ACQUISITION PROCESS

Abstract

It sought to show and explain the history of literacy, presenting some of the difficulties faced during the literacy process, which is divided into three major periods. The first includes Antiquity and the Middle Ages where the method of spelling predominated; the second began with a revolt against the method of spelling and was marked by the creation of synthetic and analytical methods and the third period which, with the dissemination of the Psychogenesis of Written Language, questioned the need to associate the graphic signs of writing with sounds of speech to learn to read and write. The main focus of the entire work is the conception of Psychogenesis of Written Language, supported by the authors Emilia Ferreiro and Ana Teberosky, who had as reference the theory of Jean Piaget. A reflection is made on the relevance of the conception to understand the entire process of learning to read and write and its great conceptual impact on Brazilian literacy. The bibliographic methodology was used, with the main objective of analyzing the alphabetic writing acquisition process and the teacher's role in this process. Common aspects throughout the course and individual processes of the written alphabetic base are presented, clarifying the hypotheses present during this process, which are divided into three major periods. Therefore, it is concluded that the teacher's willingness to study is of fundamental importance, to build their professional competence so that they can plan and program learning situations.