A psicogênese da língua escrita e a política nacional de alfabetização: um olhar crítico sobre as abordagens do processo de alfabetização

Abstract

This article analyzes the relationship between the Psychogenesis of Written Language and the National Literacy Policy (PNA), discussing their conceptual, methodological, and pedagogical implications in the literacy process. Based on a theoretical review, the study presents the contributions of Psychogenesis, which sees the child as an active subject in the construction of knowledge, and contrasts this perspective with the phonics-based approach advocated by the PNA, which focuses on the grapheme-phoneme correspondence. The limitations of a literacy model based exclusively on decoding are discussed, particularly regarding the disregard for sociocognitive aspects of writing. The article concludes by defending a balanced approach that combines structured teaching with active knowledge construction, respecting the diversity of learning processes.