FOR A HETEROGENEOUS CONCEPTION OF WRITING PRODUCED AND WHICH IS TEACHES IN SCHOOLS

Abstract

In this work divergent facts which characterized the functioning of the written statements produced by children in the acquisition of the written process are analyzed. This analysis has the aim of highlight the divergent functioning of the child write takes as indicative of the children imaginary on writing, essentially, the imaginary present in the social oral and writing practices (schooled or not schooled) which ones the children participates. In this sense, this study defenses the hypothesis that divergent facts could be interpreted as evidences in favor of the writing heterogeneity (CORRÊA, 2001; 2004).