Ler e escrever na escola “primeira” (ou como) de pequenino se pode ser leitor e escritor de textos

Abstract

Today’s mother language’s pedagogical approach seems to consist on leading pupils’ perceptions towards reading and writing as mere “school routines”. The recognition of this approach is itself the fundament to a reflection on how can (Portuguese) language teaching avoid this procedure, namely through the mobilization of elementary didactic attitudes which privilege, on one hand, the clearing of reading and writing procedures as well as the promotion of a more favourable knowledge acquisition through a meaningful relation between pupils and written language and, on the other hand, understanding interactively these two competences under a socializing perspective. We consider that only a didactic work with the word willing to promote meaningful ties with the language will be able to alter pupils’ disposals towards learning as well as living relation with it. The conclusions emphasise some other principles that contribute to this didactic reality. Key words: reflective writing, process, reading.