As contribuições do enfoque histórico-crítico no processo de alfabetização

Abstract

This article aims to present the contributions of the Historical-Critical Approach to the literacy process, based on the articulation between the foundations of Historical-Critical Pedagogy and Historical-Cultural Psychology. It starts from the understanding that written language constitutes a superior form of symbolic mediation, being a fundamental instrument for access to systematized knowledge and for the development of higher psychic functions. Anchored in the theoretical assumptions of authors such as Dermeval Saviani, Lev Vygotsky and Alexander Luria, the study argues that literacy should transcend the mere mechanical learning of linguistic codes, promoting, in an intentional and guided manner, the conscious appropriation of the writing system as a socially and culturally situated practice. In other words, literacy is not limited to the technical mastery of the graphic elements of the language, such as the formation of letters or the phoneme-grapheme correspondence, but implies favoring, in a critical and contextualized manner, the insertion of the subject into the literate world. In view of this perspective, the following guiding question is formulated: how can the Historical-Critical Approach guide the literacy process? This study supports the need for a literacy practice that recognizes the active role of the subject in the constitution of thought and consciousness, and that attributes to pedagogical mediation a decisive function in the omnilateral formation of the individual. Thus, literacy is conceived as an intentional educational practice, aimed at transforming reality and the emancipation of historically situated subjects.