Enseñanza de la historia de la alfabetización a partir de una consigna de análisis de cuadernos escolares

Abstract

The description and narration of experiences at different levels of the educational system give an account of the lines of research being carried out in universities and can also communicate useful results for future proposals and developments. In this paper, we describe an activity implemented in a university training course for teachers that seeks to approach different aspects of the history of literacy in Argentina, with special attention to how the subjects involved in these learning instances went through the different changes and processes. For this purpose, we present a work assignment that we carried out as part of the teaching team of the History of Literacy and the Teaching of Reading and Writing module, which is part of the Bachelor's Degree in Teaching Reading and Writing for Primary Education at the National Pedagogical University (UNIPE) of Argentina, in which the students must analyze a class notebook from the first or second year of an elementary school in our country. For this purpose, we rely on the postulates of the ethnography of education and on the didactics of language and literature from an ethnographic perspective since we focus on the study of the undocumented in the field of literacy in Argentina. From the analysis of one of our students' resolution of the slogan, it is evident that working with school materials allows an approach to those aspects of teaching that are not reflected in the documented history of education.