This work aims to identify the initial course of appropriation of writing
by the children. It is understood that preschool is an important stage for the
construction of the idea of symbolism and linguistic sign and to understand the
appropriation of writing in the preschool period, it is fundamental to identify its
origins in the relationships that the child gradually establishes with the
of the sign. To understand how learning and development should take place
of writing in this school stage, the following specific objectives were defined: to understand
how the child begins to understand a symbolic system and signs, such as
child begins to perceive writing as a memory resource and what is the role of
school. For this, the theoretical-methodological dimension of this study is based on the
principles of human development presented by the Historical-Cultural Theory of
Vygotsky (2010) which brings with it the importance of mediation and development
of higher psychological functions and the prehistory of written language. It is also based on studies by Luria (2010), who points out the paths that make up the prehistory of writing, outlining the origins of this form of language in its genesis,
in the preschool period. It also uses reflections by authors such as Mello (2006),
Smolka (1988), Geraldi (2011) among others to understand the appropriation process
of writing as a historical process how, and in this way, make it possible to rethink teaching
of reading and writing. The study pointed out ways for a pedagogical action that creates
circumstances that allow the appropriation of writing in its social functionality,
providing a qualitative change in the child's relationship with this type of
language, because it presents the need to write.
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