Childhood and sociocultural transformations: challenges of learning to write

Abstract

This paper analyzes the sociocultural transformations of childhood and the challenges imposed on the teaching of writing in this context, reflecting on some aspects of the dialogic phenomenon with an emphasis on the relationship between experience, narrative and dialogue. The main problem investigated concerns the current conceptions of childhood and the possibility of transforming pedagogical practices with a view to the acquisition/learning of written language in the face of social, cultural and technological changes. Official documents will be analyzed, at the national level and from the State of Santa Catarina, such as: Fundeb (Brazil, 2007), PNE (Brazil, 2014-2024), Curricular Proposal of Santa Catarina (Santa Catarina, 1998) and Currículo do Território Catarinense (Santa Catarina, 2019), in a theoretical and methodological approach that is based on the historical, sociocultural and interactional perspective of language and childhood. The aim is to deepen the discussion on learning to write as a process of verbal interaction, influenced by the social environment in which the child is inserted. The importance of an education that understands writing as both a technical skill and a cultural construction and social practice is highlighted, which contributes to an integral, critical and socially referenced education.