"Deixa eu pensar, agora, de verdade, deixa eu pensar": um estudo sobre interações criança-criança nos processos de alfabetização e letramento

Abstract

This work aimed identify ways of child to child social interaction that lead to their cognitive, affective, and social development. Based on the soviet psychology, especially on Lev Semenovich Vygotsky's works, we carried on our research in the "Ensino Fundamental", with seven-year-old children in the first grade in Uberaba. We tried to identify these ways of social interaction in pedagogical activities related to the literacy and lettering processes. We used questionnaires that were answered by the schoolteacher in order to obtain data on the context of the research and filmed activities carried on by the students, collectively, in pairs, in groups and collectively. For analysis, we selected scenes that could answer the proposed problem in this study. The research showed that in the movement of an interactive situation many ways of social interaction are present and that in a same way of interaction is shown in different manners in interactive situations. The research highlighted the constitution of many ways of r social interaction in the movement of an interactive situation and that the same way of interaction works differently in the interactive situations. We chose for analysis the ways: Echo Repetition, Agreement/Disagreement, Collaboration, Negotiation, Leadership, Competition and Subjection/Dependency identified in the great majority of the analyzed scenes, as ways of interaction that influenced the child's cognitive, affective, and social development. We call the attention to the impossibility of generalization on the importance of the social interactive ways, as its value can only be analyzed in each interactive context. We noticed that cognition and affectivity, objectivity and subjectivity, are aspects that work together in social interactions, in the inter-subjectivity field. It's convenient to highlight the fundamental role of the language in the constitution of the social interactions and in the child's developing processes On the pedagogical point of view, this study asks for a more profound reflection on the role of social interaction in the educative process contributing to the enrichment of schoolwork