THE CONSTRUCTION OF WRITING FROM A PSYCHOGENETIC CONSTRUCTIVIST PERSPECTIVE AND THE EMERGENCE OF PHONOLOGICAL AWARENESS IN REAL-LIFE TEXT PRODUCTION SITUATIONS

Abstract

This article analyzes the process of writing construction by children at the syllabic conceptualization level, based on an episode of textual production in the classroom involving the expression “big bad wolf.” Based on the psychogenetic constructivist perspective, the study observes how subjects mobilize phonological and graphic knowledge in real writing situations, revealing hypotheses, justifications, and cognitive reorganizations in the face of concrete challenges. The qualitative analysis, based on an observation protocol, uses five interpretive categories: perception of the sound pattern, relevance or irrelevance of letters in writing, evocation of linguistic repertoire, perception of graphic conflict, and graphic justifications. The results show that writing is constructed through interaction between the subject, the object of knowledge, and pedagogical mediation, and that knowledge such as phonological awareness emerges in a contextualized way, as part of the complexity of learning to read and write. The study reaffirms the importance of pedagogical practices that value dialogue, listening, and the active construction of knowledge.