Quando a escrita ganha sentido: gêneros textuais e a constituição da consciência linguística na infância

Abstract

This study analyzes the social function of writing in the development of linguistic awareness among children in the early years of Elementary Education through literacy practices mediated by textual genres. It is grounded in Cultural Historical Psychology, particularly in Vygotsky’s contributions regarding language, mediation, and the appropriation of cultural tools. This is a qualitative, descriptive, and interpretive study developed within the scope of the Alfaletrando em Jogo Teaching Project, carried out over twelve months, between 2025 and 2026, at a Non- Governmental Organization located in Parnaíba, Piauí, Brazil. The participants were children aged 9 to 11, enrolled in the 4th and 5th grades of Elementary Education, who experienced difficulties in reading, writing, text production, and text comprehension. Data were produced through field journals, photographic records, and videos, and analyzed through triangulation.The analysis was organized into three thematic-analytical areas: meanings attributed to reading and writing; contributions of the more experienced peer; and the potential of textual genres for the cultural appropriation of writing. The findings showed that reading and text production activities involving short stories, notes, letters, recipes, and legends fostered greater engagement, autonomy, creativity, and organization of ideas. The study also found that the intentional mediation provided by the monitor and the interactions among the children contributed to the development of linguistic awareness and to the re-signification of writing as a tool for expression, communication, and social participation. It is concluded that pedagogical work with textual genres, when connected to children’s experiences, expands opportunities for learning and the development of written language.