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Essay Ana Teberosky Emilia Ferreiro

The document summarizes the contributions of Emilia Ferreiro and Ana Teberosky on the learning of reading and writing from the child's perspective. They propose that children learn to read and write actively through the formulation of hypotheses, in contrast to traditional methods that view the child as passive. Additionally, they criticize the inequalities in the educational system that hinder learning.

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15 views4 pages

Essay Ana Teberosky Emilia Ferreiro

The document summarizes the contributions of Emilia Ferreiro and Ana Teberosky on the learning of reading and writing from the child's perspective. They propose that children learn to read and write actively through the formulation of hypotheses, in contrast to traditional methods that view the child as passive. Additionally, they criticize the inequalities in the educational system that hinder learning.

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Angélica Maria Garzón Beltrán

University of Rosario
Occupational therapy
PAC III-School
The innovative approach of Emilia Ferreiro and Ana Teberosky.

Writing and reading from the child's perspective


For people, reading and writing have cultural importance, therefore, they
become a fundamental part during life, as these actions allow
understand, express, and communicate ideas at different times and contexts, therefore
learning to perform these actions becomes essential during the first
school years.
The professionals involved in the study of these skills have
worried about formulating methods for teaching reading and writing, without
the embargo persists on cases of children who do not achieve this goal, that is why
Ana Teberosky and Emilia Ferreiro provide a new interpretation of the process of
reading and writing from the perspective of the learner, being the Piagetian theories
the theoretical basis of these contributions. This essay aims to show the
contributions of the theory of Ana Teberosky and Emilia Ferreiro to the understanding of
literacy learning processes collected in the book 'The systems of
writing in child development.
To begin with, it is essential to know the authors of the book on which this is based.
written, they are Emilia Ferreiro, a psychologist born in Buenos Aires in 1937, who
In 1966, he traveled to Geneva (Switzerland) where he completed his doctoral work 'The
temporal relationships in the child's language,
[ CITATION Vis17 9226 ], on the other hand, Ana Teberosky also born in Argentina,
specialist in topics related to reading, writing, and teaching
[ CITATION Ana05 9226 , ] they collaborate together in 1973, along with others
researchers, in the development of a series of explorations in the sectors
marginalized areas of Buenos Aires with children between 4 and 6 years old, motivated on one side,
due to the growing problem of school failure related to the process of
reading and writing learning and on the other the need to understand and find the
"Piagetian child" in the field of language, who is a knowing subject that
hypothesis formula based on their assimilation systems resulting in
an interpretation of the information provided. Once these experiments are completed
they release the book "The Writing Systems in Child Development" (1979), released
abroad and brought to Argentina secretly due to the tense situation
politics and society of the country[ CITATION Vis17 ].
After understanding the context surrounding the authors and their work, it will now be presented
the innovativeness of their work. It is generally considered that the process of reading and
writing develops only in a school environment through
teaching methodologies, in which the teacher facilitates exercises and techniques,
while the student is a passive subject which results in the
to learn or not to read and write, however this is called into question by Ferreiro
and Teberosky with his research and reflections around this, first
They question the high rate of school failure in initial and second literacy.
give a new approach not from teaching but from learning, more
specifically from whom learns, the child is situated as a cognitive being
who interprets and constructs knowledge through their own means,
even before having any notion of reading and writing[ CITATION Fer98 \\l 9226 ].
Currently, literacy rates have improved, reaching
2018 the 32 million illiterate people[ CITATION Llo18 \l 9226 ], and although it is
a high figure, compared to the figure provided by Ferreiro and Teberosky of 800
millions of illiterate people in 1976, is a significant reduction, because
the authors' concern about this alarming figure is quite understandable
at the moment, that is why at the beginning of the book a criticism can be found on the
educational system, from inequality in access to its own structure
that facilitates absenteeism, repetition, school dropout, and therefore the
illiteracy, the analysis provided shows how they operate as gears where
the child is the most affected[ CITATION Fer98 \l 9226 ]. This criticism despite having
published 44 years ago, still raises concerns about the reality in which
we live in a society where inequality still prevails and access is limited to
education in certain communities of the continent, despite statistics
Despite faith in improvement, illiteracy still persists in the population.
Now then, one of the most interesting and innovative approaches of the time is
even for the present, it is to highlight one of the components, many
sometimes forgotten within the learning processes, who is the student,
as previously mentioned and as the doctors describe in their book, the
the learning of reading and writing has become mechanical, based on
methods and techniques leaving the child aside[ CITATION Vis17 9226 ], that is why
that in the proposed research, the student is placed as the protagonist, since
Piaget's theory emphasizes that the infant tries to understand the world on their own.
what is around him and thus solves the questions and problems that arise
presents, without the need for an adult or another person to 'teach' him how to do it
[ CITATION Fer98 9226 ].

Within the results collected in the book, it is demonstrated how the theory of
Piaget is also fulfilled in written language since children realized
hypothesis against the problems presented, for example, although the children do not
have had an approach to the formal process of teaching reading and writing,
they could determine, from their own assimilation systems, that it could be read and
no, taking into account aspects of writing such as the amount of
characters and the length of a word, likewise it was also observed which
It was the relationship that the child established between the image and the text, in addition to
observe how the student manages to 'decipher', without knowing how to read, sentences by formulating
your own hypotheses to respond to the proposed situations by the
researcher. After the study and the collection of the responses given by
The studied children, Ferreiro and Teberosky proposed certain developments.
genetic and evolutionary factors for writing.

Unfortunately, the abrupt termination of the research, due to the


Local conflicts experienced in Argentina did not allow for a satisfactory conclusion.
the studies led by the doctors, but despite this, they marked a
precedent in this field of study, such as that of written language and its
development[ CITATION Vis17 9226 ].
In conclusion, Ana Teberosky and Emilia Ferreiro contributed to different disciplines.
a new vision of the development of reading and writing, leaving a theory not
from teaching but from learning, from the one who learns as an active subject and
builder of your own knowledge, transforming traditionalist schemes
that do not favor learning and leaving an open path to plan and
establish strategies that mediate the conceptions that the child builds by themselves
alone, placing students as the protagonists and the professionals who
they intervene as facilitators and not as someone who provides methods and techniques to an individual
passive. Likewise, and no less important, all this work is done from
a critique of the educational and social system, which plays an important role in the
learning, since if there is no equal access to education, it is difficult that
the population complements what it has built.

References
Ferreiro, E., & Teberosky, A. (1998). The writing systems in the child's development. Mexico:
Twenty-First Century Publishers.

Llorente, A. (September 8, 2018). 4 figures on literacy in Latin America that


they may surprise you. Obtained from BBC News: htInvalid URL provided.
latin-america-45453102

Teberosky, A. (October 26, 2005). Interview with Ana Teberosky. (L. Medina, & A. Mendez,
Interviewers

Vissani, L., Scherman, P., & Fantni, N. (2017). Emilia Ferreiro and Ana Teberoky. The systems of
writing in child development. IX International Congress of Research and Practice
Professional in Psychology XXIV Research Days XIII Meeting of Researchers
in Psychology of MERCOSUR.

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