Resumo

DUTRA, Gislene Silva. Mediated writing as a stimulation activity in the appropriation of the alphabetic system. Rev. psicopedag. [online]. 2020, vol.37, n.114, pp. 392-403. ISSN 0103-8486.  http://dx.doi.org/10.51207/2179-4057.20200032.

Ferreiro and Teberosky's research on the psychogenesis of written language was popularized in Brazil in the 1980s and even with the proven contributions of these studies to literacy, it is still present in the reality of Brazilian schools literacy teachers who fail to understand what children they already know about writing and as a result of this lack of clarity, they find it difficult to know what to do so that the child can appropriate the alphabetical system. The purpose of this article is to discuss the possibilities of using mediated writing as an instrument of psychopedagogical intervention to stimulate the writing hypotheses of illiterate children about the alphabetical system. The methodology adopted for the construction of this article was the bibliographic research that served as a theoretical support for the presentation of practical stimulation strategies in each writing hypothesis in order to contribute to the appropriation of the alphabetical system. It was possible to conclude that the psychopedagogue needs to consider the knowledge that children already have at each level of writing as a starting point for psychopedagogical intervention and that mediated writing is an activity that contributes to the advancement of children's writing hypotheses.

Palavras-chave : Mediated Writing; Diagnosis; Stimulation.

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