Initial literacy: Practices and reference frameworks of teaching thinking

Abstract

The objective of this study is to review the works that deal with the practices and frames of reference at the level of thinking that teachers have about initial literacy: their perceptions, their beliefs, and the implicit and underlying theories. The methodology used is of an exploratory descriptive type, without neglecting an analytical look in the review of 15 works. Two specific aspects have been taken into account: the methodologies used in the studies and the results obtained from said investigations. The analysis shows that traditional practices, transitions towards new methodological and didactic perspectives, persist in the school system ; and teachers who have reached a more advanced level in the didactic domain of initial literacy; However, the absence of sufficient theoretical-methodological references that give greater meaning to its practice still persists; This is in correspondence with unscientific perceptions and unsophisticated beliefs on the part of teachers