Teaching the maternal language: daily and literary narratives in the early elementary years

Abstract

This text presents the importance of narratives in the first grade of Elementary School, highlighting some aspects of the activities of teaching in the maternal language as a result of doctoral research in the fi eld of Language and Education. The objective of the study was to understand how the daily and literary narratives were worked with and manifest with all of thei movement, limitations and advances. The background was a set of mediations that confi gure, in part, the analysis conducted. The analysis of the empiric fi eld was based on a concept of language and human activity, based on the theoretical references supplied by the historical-cultural perspective, specifically the contributions of Vygotski and Leóntiev. The result was that the daily and literary narratives were present in the teaching activities, but that in some moments and actions, there was a subsumption of the literary narratives to the didactic, when these narratives were used as resources for the teaching of language. This question tightened the tenuous line between the need to teach reading and writing, the learning processes (the didactic fi eld) and the use of the literary narrative without losing the elements contained in it that increase potential. In this study, we defend the thesis that the daily and literary narratives are important and fundamental in the activities of teaching the maternal language. But literary narratives are those that give potential to the factors and the qualitative leaps that allow going beyond the plane of daily life, expanding and extending the various possibilities of the use of the word and the development of the creative capacity.