Perspectivas metacognitivas e metalinguísticas para o ensino de leitura e escrita em língua materna

Abstract

Our article aims at contributing to the discussion about the teaching of reading and writing in Brazil. For this purpose, we summarize some researches based on an ecological cognition perspective and metacognition about reading and writing, as a general approach of these contents, which are considered procedural abilities. In this sense, our paper focuses on reflecting about students’ reading and writing difficulties and abilities, in order to offer alternative ways of developing these tasks for teachers and students. First, we present some concepts about cognition, metacognition and metalinguistic knowledge. Secondly, we discuss the concepts about reading and writing that are still in use at school and present alternatives that consider reading and writing as processes. Finally, we highlight as central features of this proposal the metacognitive and metalinguistic strategies, a way of guiding people’s thoughts about the tasks they perform. Considering the teaching of reading and writing, these strategies relate to the importance of putting in perspective the negotiation of information focused on learning.