INTERACTIVE PRACTICES AMONG PEERS AND THE CONSTRUCTION OF ORTHOGRAPHIC KNOWLEDGE

Abstract

The article reports one of the axes of a research developed by the author at the doctoral level, entitled "The learning of spelling under the bias of interactive practices". Considering that the learning of written language, in addition to discursive reflection, depends on the elaboration of notational aspects, and that interaction in the classroom affects this process, this article has as its object of study the learning of orthography, contemplating the progression of this acquisition by students, from the perspective of interaction between peers. Using the theoretical framework of psychogenetic and historical-cultural studies (the conception of children as active subjects and protagonists of learning; language as a social practice; and learning as the construction of the individual in relation to lived experiences), the article aims to analyze how interactive practices among peers can generate different possibilities for reflection,  especially with regard to learning spelling. To this end, the longitudinal case study, carried out with students from a private school in Santos/SP, contemplated five stages between the 2nd and 4th year of Elementary School, a period in which the learning of conventional writing becomes one of the main focuses of reflection of the children. Data collection was carried out based on the writing of word dictations and the rewriting of texts, considering both the process and the product of these activities. The data showed that, in the interactions between the students, different degrees of reflection were verified, based on situations of conflict, situations of centralization of referrals by a student, and situations of agreements based on linguistic criteria or social agreements. From the understanding of the learning of spelling and the potential of interactive situations in this process, it was possible to glimpse pedagogical implications that suggest the revision of teaching practices.