Que farei com estas letras : Evolução das conceptualizações sobre a linguagem escrita, na leitura com imagem, em crianças de idade pré-escolar

3 SUMMARY Following the studies of E. Ferreiro and in a Vygotsky perspective, this study intends to contribute to the understanding of the activities that make the acquisition of written language easier. The main purpose of this study is to try to understand the efficacy of the in-tervention, built on the interaction adult-child through a reading exercise with image, in the development of the child’s conceptualizations on the alphabetic written sys-tem. These conceptualizations relate to the way children think about the relationship between the written and the verbal language and constitute an important variable factor in the acquisition of the reading abilities. We have done an experimental study with 28 children of 5 and 6 years old, in which we have started with the following premises: children in the pre-school age, that don’t know how to read, when confronted with an exercise that facilitates their reasoning about the relationships between the written and the oral language, and about the proceedings they use during the “reading” act, progress in their con-ceptualizations about the written language. During the characterization of the reflexive activity of children referring to the written language, done before and after the experimental exercise, we have uti-lized a reading instrument with image, built with this purpose. We have gathered, at random, two groups to whom where proposed activities with different nature, with the assistance of an adult: construction of a children’s puzzle and reading the words and phrases accompanied of image. The experimental intervention was conceived with material susceptible to create situations of cognitive conflict and the assistance of the adult intended to induce the child’s thoughts about the relationship between written and oral language and about the proceedings of the exercise’s resolution. The results obtained confirmed our assumption, showing differences in the two groups as far as the number of individuals that showed evolution in their con-ceptualizations. The proposed activities in the experimental intervention reinforce the idea of the efficacy of the adult-child interaction, structured through the real reading situa-tions, particularly at the pre-school level, as generators of the conceptual progresses about the system of representation of what is the written language