Instrumento diagnóstico da abstração no desenvolvimento da linguagem escrita - uma perspectiva da aprendizagem coletiva desenvolvimental no contexto escolar

Abstract

The central objective of this investigation was to develop, test, and propose an instrument to diagnose the types and levels of abstraction among students in the first three years of Elementary School, within the context of literacy. This instrument constitutes an essential component in the process of implementing didactic practices that foster the formation and organization of substantive abstraction, considered one of the fundamental aspects of the development of the subject under study. Through a literature review, we identified relevant studies on literacy that address the psychological processes involved in the development of students' written language in the classroom. These studies suggest the possibility of exploring new aspects regarding teacher monitoring of the development of abstraction in the literacy context, through the creation and use of diagnostic instruments. The study is theoretically grounded in the perspective of Developmental Learning Theory, specifically within the interpretative conceptual framework developed by theorists from Kharkiv, Ukraine, and adopts the current terminology of Developmental Collective Learning Theory. In this context, the theoretical system supporting the investigation comprises the concept of abstraction and its empirical and substantive types; the understanding of written language development from a Historical-Cultural perspective; the course of children's study within the structure of study activity; the teacher monitoring system; the developmental perspective of diagnosis; and the constitution of the diagnostic instrument. In accordance with the historically and culturally grounded developmental perspective, this study was methodologically guided by the assumptions of the experimental-genetic method. We utilized the system of theoretical concepts to understand the connections between the components involved in producing the diagnostic instrument for written language abstraction in the literacy context. We examined diagnostic approaches in the field as presented in the work of research groups; we analyzed the connections that are not immediately apparent in the instrument; and we identified the universal-particular and particular-universal relations in the constitution of its developmental perspective throughout its production trajectory. This methodological path enabled the production of an instrument composed of four problem situations, in which it is possible to distinguish the interrelation of the essential elements of written language abstraction. Thus, this instrument allows teachers to analyze students’ abstraction through the content of abstraction expressed in their responses to the problem situations. The problem situations were implemented in two stages in 2024 and 2025, in 1st-, 2nd-, and 3rd-grade classes at a public elementary school in the Federal District. The research concluded that students perform abstraction throughout the entire development process of written language, in both its empirical and substantive dimensions.. We found, albeit subtle, evidence of the development of the substantive dimension of abstraction, alongside a predominance of the development of the empirical dimension of abstraction among students. Considering these findings, we defend the thesis that the diagnostic instrument for abstraction, from a developmental perspective, enables both the diagnosis of students’ abstraction and teacher monitoring of the development of the understanding of universal-particular, particular-universal, and singular-universal relations concerning written language as a qualitative process of the subject’s own thinking.