Possibilidades e desafios da aprendizagem desenvolvimental colaborativa da leitura e da escrita no Ensino Fundamental I

Abstract

Learning to read and write are complex processes of great relevance in students' lives, enabling interpretation, expression, inference of ideas and critical engagement in their sociocultural environment. However, research indicates that children's voices are often silenced, and activities are approached in fragmented and decontextualized ways. We recognize that Study Activity within collaborative Developmental Learning organizes appropriate conditions for didactic-pedagogical practices based on children's needs and motivations, aiming to contribute to the formation of their higher psychological functions and theoretical thinking, thus promoting developmental learning. We also consider that contributions from the Theory of Subjectivity expand these possibilities by demonstrating how cognitive and subjective processes are inseparable and constitute human wholeness. Through collaborative, challenging and dynamic learning, children are encouraged to enhance their reading and writing development, not merely reproducing knowledge but generating it critically and creatively. This qualitative, theoretical and bibliographic investigation aimed to analyze the possibilities and challenges of collaborative Developmental Learning in reading and writing in Elementary School - Initial Years. For this purpose, we conducted a survey of national scientific productions from the last decade (2013-2023) within Historical-Cultural and Developmental research groups, using the "State of the Art" methodology. The research was grounded in Historical-Dialectical Materialism and the Cultural-Historical approach, based on Marxist dialectics for conducting analyses and discussions. The theoretical framework drew on the Elkonin-Davidov-Repkin Developmental System and contributions from the Theory of Subjectivity, with the intention of rethinking the entire organization of the educational process. Our analyses revealed that Study Activity presents many possibilities for reading and writing learning, including: development of theoretical thinking and acquisition of scientific concepts in the mother tongue; activities that consider the totality and articulation of contents; consideration of children's needs and motivations; and formation of reading and writing subjects through diverse possibilities, among others. Some challenges were identified, such as: the need for professional development that reconsiders conceptions and practices; promotion of dynamic and dialectical learning; and children's engagement in Study Activity, which requires time and resources, among others. We hope these discussions will expand the debate in the field and contribute to developing dynamic and creative didactic-pedagogical practices that meet children's needs and encourage their active involvement in activities.