Família e o processo de desenvolvimento da escrita do estudante de língua materna

Abstract

This study approaches the interference of the family in writing development process related to mother tongue studies, we had the intent of highlighting the role of the family in the course of the participant’s acquisition of writing skills in Portuguese language. In such a context, we bring about theoretical discussions about the roles of the family and the school regarding the development of the person aiming the world of work. In order to do so, we carried out theoretical review in themes like: the development of writing skills clarifying how the process of teaching-learning this skill in a mother tongue takes place; the relation between reading and writing, two distinctive issues, although closely reliant; and the difference between alphabetization and literacy, once these both relate to representations and uses of writing and reading in society. It is a qualitative research, a case study, precisely a life history, aiming to emphasize the influence of the family in acquiring writing skills. The tools used to collect data included: questionnaire, interview and writing a text with the participant (Ludimilla). Analysis results identified that, in her case, her family positively influenced her acting as a motivating agent in the course of her writing skills acquisition. It was at school, on the other hand, that she had her first formal contact with Portuguese language, which was taught by her teacher who instigated her to train writing at home.