La enseñanza de la lectura y la escritura: Análisis socio-histórico

Abstract

Reading and writing, their teaching and learning, constitute two social and cultural practices, two skills in order to use, to teach and to learn in concrete contexts (among them those belonging to the school) which condition the nature of both activities, and the type of relationship that they keep up with the written culture. In this text a social-historical analysis of their teaching and learning is carrying out from the appearance of writing until the present time in relation to their social uses. Thus successively are analysed the first uses of writing, the consequences of the introduction of the vocalic alphabet in ancient Greece and the origins of spelling, the model of literacy in the “Ancien Régime”, its breaking during the final years of the XVIIIth century and beginnings of the XIXth, the changes implied by the rise of infant schools, the central role played by reading in the primary school, the school and social uses of writing in the XIXth and XXth centuries, and the problems set forth by the new illiteracies, the new languages and the erosion, in our days, of written mentality and culture