A escrita das crianças Kambeba: compreensão do processo por meio da Psicogênese da Língua escrita

Abstract

This dissertation investigates the levels of writing acquisition of Kambeba children enrolled in Early Childhood Education and Elementary School at the Kanata T-Ykua Indigenous Municipal School, located in the Três Unidos community, in the state of Amazonas, Brazil. The study is grounded in the Psychogenesis of Written Language theory proposed by Emília Ferreiro and Ana Teberosky (1999), articulated with Jean Piaget’s contributions to child cognitive development. The research adopts a descriptive and longitudinal design and is organized into three data collection moments, conducted over five field visits. The analyzed productions consist of self-dictation activities, dictation, and spontaneous written productions developed in the classroom under the teacher’s guidance, within authentic pedagogical situations. The corpus comprises the productions of twelve children aged between five and eight years, belonging to the Kambeba ethnic group. The analysis of the written productions made it possible to identify different psychogenetic levels, pre-syllabic, syllabic, syllabic-alphabetic, and alphabetic, as well as varied trajectories of progress, stability, or reorganization of writing hypotheses. It was observed that, even among students classified at the alphabetic level, non-conventional representations persist, such as phonemic substitutions, grapheme omissions, and influences of orality, highlighting the complexity of the process of appropriating the writing system. The results reveal diverse writing acquisition pathways, with students showing progress between psychogenetic levels, oscillations, and, in some cases, permanence at already consolidated levels. It is concluded that the analyzed data corroborate the Psychogenesis of Written Language theory, confirming that the learning of writing does not occur in a linear manner and that children’s productions reflect hypotheses in constant reconstruction.