Uso do gênero textual no desenvolvimento das funções psicológicas superiores na educação infantil

Abstract

This research is linked to the Postgraduate Program in Education at the Universidade do Oeste Paulista and aims to analyze the contributions of textual genres in the development of Higher Psychological Functions in early childhood education. The study is based on the approach represented mainly by Vygotsky, Leontiev and Bakhtin and understands that learning takes place through the process of interactions between individuals. This mediation is done through signs and tools that have been developed over the course of human history. From this perspective, it is clear that even young children are able to apply the learning they have obtained in their social context on their own. However, interaction with more experienced people is fundamental for the learning and development process to take place. This is a qualitative bibliographical study, carried out through a systematic review of the literature, using articles, dissertations and theses available on the Scientific Electronic Library Online and the Brazilian Institute of Information on Science and Technology databases, between 2018 and 2022. The main objective of this research was to verify that the development of Higher Psychological Functions occurs through more complex cognitive skills, which are formed in the social coexistence and cultural mediation of children, specifically in early childhood education. To this end, the theoretical framework demonstrates that these abilities are not present from birth but emerge and improve as the child gains experience and interacts with their surroundings, i.e., the socio-cultural context in which they are inserted. However, in order for these functions to develop efficiently, it is necessary for early childhood teachers to create meaningful pedagogical practices that are in line with the student's experience, given that it is in interaction with others, and based on their influences, that the “little ones” evolve from a natural circumstance to a sociocultural nature. Thus, from this perspective, this work demonstrates that the psyche in early childhood education must be mediated by the teacher, who aims to indicate, delimit and assign meanings to the reality of this student, who, in turn, appropriates these cultural behaviors throughout teaching in the construction of their psychological functioning. It is also worth noting that the use of textual genres in the teacher's pedagogical practice helps to develop the Higher Psychological Functions, giving the student a greater chance of effective learning, permeated by the child's sociocultural context.