Publication: La enseñanza de la lectura y la escritura: análisis socio-histórico
Authors
Viñao Frago, Antonio
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Facultad de Comunicación y Documentación
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Publisher
Murcia, Universidad de Murcia, Servicio de Publicaciones
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Description
Abstract
La lectura y la escritura, su enseñanza y aprendizaje, constituyen dos
prácticas sociales y culturales, dos habilidades o destrezas a utilizar, enseñar y
aprender en unos contextos determinados (entre ellos los escolares) que condicionan
la naturaleza de ambas actividades y el tipo de relación que mantienen con la
cultura escrita. En este texto se realiza un análisis socio-histórico de su enseñanza
y aprendizaje (en relación con sus usos sociales) desde la aparición de la escritura
hasta el presente. Así, se analizan sucesivamente los primeros usos de la escritura,
las consecuencias de la introducción del alfabeto vocálico en la antigua Grecia y
los orígenes del deletreo, el modelo de alfabetización del Antiguo Régimen, su
ruptura en los años finales del siglo XVIII y primeros del XIX, los cambios que
supuso la aparición de las escuelas de párvulos, el papel central desempeñado por
la lectura en la escuela primaria, los usos escolares y sociales de la escritura en los
siglos XIX y XX y los problemas planteados por los neoanalfabetismos, los nuevos
lenguajes y la erosión, en nuestros días, de la mentalidad o cultura letrada.
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.
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.
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