ABSTRACT
This study aimed to highlight how Piaget's theory can explain the writing learning evolution through the interaction between subject and object, from the point of view of reflecting ion. It was intended to make a relationship between the Psychogenesis of Written Language levels, elaborated by Emilia Ferreiro and Ana Teberosky, with the types of ions studied by Jean Piaget. The study aimed to show how the reflective ion is present when moving from an earlier, simpler level of writing to the next, more complex one. The data were collected through dialogues, inspired by the clinical method, with twelve children among 4- and 8-year-old of kindergarten and elementary school. The dialogues were conducted through digital platforms due to the absence of face-to-face classes caused by the Covid-19 pandemic. It was found that it is possible, due to the collected data, to make a connection with the reflecting ions, presented by the children, and the writing levels evidenced by the Psychogenesis of Written Language studies.