Educação: Teoria e Prática (Oct 2007)
Logic-Symbolic and Alphabetization
Abstract
The present article tries to recoup the ideas and the proposal of H. Furth (1973), pointing it as another option to try to work with the children’s difficulties in the alphabetization process. The author considers the substitution of “schools of the language” for “schools of the thought”, that is, to substitute the option of the teacher in the reading-writing education, in its traditional form, of how to transform graphical signals into sonorous and vice-versa, for that one of the thought consolidation, feeding the intellect in development of the child by exercises of “symbolic logic”. For theoretical basing, we still present some aspects of the psychogenetic theory, as well as other works carried through more recently on the subject, that even so “transvestite” (disguised) with new clothing, still find their beddings in the J. Piaget’s basis.
