From psychogenesis to neurosciences: discussions and contributions to literacy

Abstract

Forty years ago the psychogenetic perspective raised the challenge of literacy from writing, abandoning the reading book as well as the gradual didactic approach. But, despite psychogenetic hegemony, difficulties in reading comprehension and independent writing continue to prevail. This paper develops a critical analysis of recent research. All agree on rescuing reading as the axis of literacy with approaches that differentiate them. The tendency focused on the development of phonological awareness prioritizes the work of orality for the analysis of the sonorous segments of the language. However, he loses sight of the contribution of the visual system to construct the conceptualization of each letter articulating graphemes with phonemes, as neurosciences rescue. This position, as the remedial psycho-pedagogical approach, tends to prioritize the code at expense of the construction of meanings. The historical-cultural perspective highlights the fundamental role of teachers in the use of the symbolic tools of their culture. From our pedagogical approach we emphasize the active role of the teacher to use art as a literacy mediator and to follow by relevant learning research. The poetry of Canticuentos provides significant context to articulate viso-phonological information in the conceptualization of the alphabetical system.