Perspectives on teaching reading and writing. Considerations on the situation of initial literacy

Abstract

The work develops from a research that studies the situation of the teaching of reading and writing processes of initial literacy in primary schools in Salta, from the subject of Psychopedagogy of Literacy belonging to the career of Educational Sciences, Faculty of Humanities UNSa. The research project represented an opportunity to reflect on the situation of teaching of initial reading and writing, considering the most important feature of social research, in which subjects are defined in interaction with historical processes, contextual determinations and specific practices. The present research chanlleges the literacy practices, reduced to the application of one method or another, or overlapping them around innovative approaches, which are often in contradiction with practical decisions. From our perspective, we tried to delve into the meanings of the teaching processes in school situations considering teaching practices in relation to the uodating of the reading and writing methods in schools of Salta (Capital). Research was conducted in the classroom space because it is where meanings are constructed and circulate and where you can recognize relationships and contradictions that reflect the theoretical frameworks and policy decisions, along historical processes.