Gestão da sala de aula: interação grupal como estratégia pedagógica para a apropriação compartilhada da lecto-escrita

Abstract

This study it has for objective to understand the repercussion of cooperative work between pairs in the construction of the lecto-writing. Por in such a way, one was used methodologyc boarding of ethnographic type, with you arrive in port theoretical epistemology, in which it was used the studies of Piaget (1973; 1977; 1983; 1987); Ferreiro and Teberosky (1993; 1999; 2001; 2003) and PERRETCLERMONT (1996) to develop the analyses of hypothesis presented for the searched children at moments of group interaction, in the resolution of challenges referring the reading and the writing. So, from these analyses of verbal interchanges established between the children in the group, the group interaction was evidenced that, between pairs, it consists of a privileged situation of the point of view of cognitive development, since, having conflicts of hypotheses – conflicts socio-cognitives – through of the quarrels on what the writing represents and as it is represented, it has unbalance in the mental structure of the citizen that searching a new unbalance point it advances in its conceptions, organizing schemas more elaborated (reorganization cognitive). Then, it is concluded affirming that the group interaction it consists of one practice pedagogical that it makes possible the construction joint of the lecto-writing, as well as possibility, on the part of citizens-children involved in the process, of one to live together based in the respect and the acceptance of the other. That is, the administration from classroom, when thought and organized in way that it involves the children in the development of significant activities, that they allow the reflection, the cooperation, the sharing, the participation and the mutual enrollment, it makes possible the development citizens that if they understand co-responsible in the social transformation.