ABSTRACT
Although research and projects have been steadily developed in the field of initial literacy for a couple of decades, the question of its scope with respect to its approach in classroom work remains current. In this sense, this article seeks to justify with solid arguments the theoretical-methodological perspectives that underlie and give meaning to the conception of literacy understood as a socio-cultural practice, as an individual psycholinguistic process and as the right of each subject to actively participate in an increasingly literate culture. In this way, this article aims to establish a position regarding the object of teaching in literacy, a field that is assumed to be multidisciplinary, from the perspective of constructivism, without ignoring the coexistence of the multiple epistemological, psychological and psycholinguistic assumptions that They underlie the current didactic discussion in relation to the issue of initial literacy.
Keywords:
Literacy; Curriculum; Initial Literacy; Psychogenetic Constructivism