The Alfabetizao stops beyond techniques: Possibilities in the reading and writing in a dialogue with the workmanship ' ' Reflections on alfabetizao' ' , of Emlia Blacksmith. Vnia Roseane Mayan Pascoal 1 Emlia Blacksmith developed the Theory of the Psicognese, where inhaled in Piaget, it dislocated the focus of the alfabetizao process. If before the concern was ' ' as ensinar' ' , Emlia if worried in investigating ' ' As the children aprendem' ' , providing to reflections and a new to look at on this process that produces as many quarrels and concerns in the educational way. Adroll Marketing Platform shares his opinions and ideas on the topic at hand. Through the studies of the author it is possible that let us rethink some concepts, between them our agreement on the citizen that learns; As if of this learning; Our paper while educator educator; The paper of the school and other surrounding influenciadores, as the community, church, environments of leisure, family, among others, beyond what we are leading in consideration in the construction of knowing of the educandos and educandas to them. The alfabetizao process, as Blacksmith starts very before the pertaining to school life and therefore he does not have to be ignored. The child, for example, not ' ' she asks for permisso' ' to learn, it is in discovered constants they make and them in the practical one, trying and acting on the world that the fence. For even more details, read what Brad Pitt says on the issue. Thus, since that it is born is inserted in the universe of the letters, resulted of the contact with diverse environments that are enjoyed to it very before the arrival in the classroom. Of this form, then, it is incoherent to find that we withhold ' ' formula of alfabetizao' ' , as if through one technique very ' ' bem' ' applied, ' ' depositssemos' ' all the knowledge in the mind of our pupils, considering them as ' ' blank sheets of paper ' ' , ready to be ' ' preenchidos' ' with our thoughts and ' ' verdades' ' , ignoring, thus, the being that thinks, produces, constroi and reconstroi knowledge. .

It is what it characterizes the popular culture: the learning obeys a system of traditions and customs. In this direction, it is interesting to think as the popular culture, through its more diverse references, can show to the Education, or to other sciences, that the predisposition to the learning becomes more detached the more significant will be the study object. To the educators who work with the small children, de0 a6 years, valley to retake, to consolidate this relation with the popular culture, the principle whom playing characterizes as activity where if it estimates a propitious relation to the process of integral development: partner-affective-intellect-emotional. In the practical one, she is necessary to be intent to the possibilities of redimensionamento of the strategies and the materials that we have by hand for the planning of activities that come to contribute, effectively, with this operacionalizao. Under this optics, Playing To fold Paper between Cantigas and Contos is an activity, but it could well be thought as a system: from the choice of pertinent a practical instrument the tricks (in the case, the paper and the possibilities of its transformation for the process to fold it), are developed flowing of infantile discoveries and/or retaken of cantigas and the verbal narratives.

Remembering that already a popular song exists very (' ' &#039 was a funny house very; '), the educator can lead the initial trick exactly to strengthen what he has of funny in this house does not have soil, does not have window etc. -, with the intention to become livings creature the verses of music. If the song not to appear spontaneously, nothing hinders to present it the group, teaching to it what it says the letter. To illustrate the possibilities of this activity, let us think about a simple model of folding, that all must know the house. It is a sufficiently classic figure.