A apropriação da escrita e sua relação com o desenvolvimento do psiquismo: em defesa de um papel propositivo da psicologia para a educação escolar

Abstract

This research sought to understand the Psychology function in the current educational scenario which states that written language, a product of humanity that allows access to complex mediations that constitute the present society, is not appropriate in a satisfactory manner for all students. In this process of apprehending the Psychology function in discussions about literacy, we sought to understand the relationship between this input mode and the political- economic society project, as well as to introduce elements that contribute to the development of a new way of Psychology participation in the present educational scenario. To achieve these goals, it was initially conducted a bibliographic study on the hegemonic relationship between Psychology and literacy in Brazil throughout the twentieth century. For this relationship analysis in the XXI century, there was a study of scientific articles published between 2001 and 2011. Subsequently, a study was done on the publications of the main Cultural-Historical Psychology drafters. Finally, we presented the limitations and potentials of performance of bourgeois Psychology in the literacy process, as well as discussions on the construction of a new way of Psychology participation in the written language teaching, limited by the assumptions of Historical-Cultural Psychology. The material studied led us to conclude that: Psychology develops the function of important theoretical mainstay in education in general and in the context of literacy , in particular, that the participation way of this science is dialectically related to the historical context in which it operates, such that the hegemonic Psychology in Brazil , a constituent part of the capitalist system of production , supports the growing process of individual formation appreciation , to the detriment of content and literacy methods , and , finally, that the construction of a new insertion way of Psychology in discussions about written language should be guided by the need for the development of conceptual thinking , which is established through a process of intense educational activity in which the teacher develops an important function in organizing and systematizing the content objectified in writing language activity in which the student is encouraged to mobilize their various psychological functions that are essential in the appropriation process of cultural-historical objectifications.