Leitura: da escrita da fala à fala da escrita: um estudo de distorções no ensino da leitura nas classes de alfabetização

Abstract

This work aims at studying the problem of the VOCALIZED READING in classrooms of reading and writing, based on the recent principies of psycholinguistic and genetic psychology as well as on the data gathered in the public schools of Uberaba, MG. Starting from the assumption that reading ohould never be separated from the process of comprehension, this work tries to explain and justify such a hypothesis using Piagefs and Vygotsky's theory and language relationship. This discussion was widened through the studies of the relationship between thought and written language, in order to establish the grounds for the understanding of the silent and vocalized reading. Needless to say that Frank Smith and Emilia Ferreiro were fundamental for this purpose. In the past, due to the difficulties of print and the access to written texts, there happened to be a predominance of the oral language. Unfortunately, such a situation engendered the conception that reading must go through the process of vocalization, if meaning is to be obtained from the written text. This conception is still widespread especially in the fundamental school. However, this methodo of "alphabetization" as they dealt with reading, they ended up with transforming the socializing and communicative oral approach into a mechanic process of vocalizing the graphic signs of the written system, aiming simultaneously at evaluating the progress of the leaner as well. The data which this research gathered among the population of teachers of reading and writing in the fundamental school of Uberaba clearly confirmed the hypothesis of the work.