THE LITERACY PROCESS AND THE INFERENCES IN INTENSIVE RECOVERY ROOM DIDACTIC
Abstract
Based on the historical-cultural theoretical matrix of human development, this article aims to reflect on the process of written language development in children who have difficulties in this process in their relationships with their peers and with the teacher, in reading and writing activities. The construction of data occurred through observation in a field diary and filming of situations in class activities, in the relationship with peers, with the teacher and with the researcher. The study methodology was based on discussions of the theoretical perspective adopted, oriented towards solving problems and/or transforming a given situation. The analysis showed that decontextualized teaching practices to recover students with difficulties in the literacy process do not consider such expectations and, often, there is an appreciation for repetitive activities. The result is the almost imperceptible advance of these students in the literacy process.