LITERACY AND READING IN THE PERSPECTIVE OF EMILIA FERREIRO

Abstract

The article investigates the processes of literacy and reading from Emilia Ferreiro's perspective, highlighting her constructivist approach, which values the active role of the child and the sociocultural context in the development of writing. Using exploratory qualitative methodology, the analysis demonstrates that pedagogical practices based on Ferreiro promote more meaningful and inclusive literacy. The critical [1]and reflective inclusion of digital technologies complements and enriches the learning process. Ferreiro's theory of the psychogenesis of written language emphasizes the importance of understanding the different stages of writing development in children, allowing educators to adapt their pedagogical practices to better meet the individual needs of students. This approach promotes the active construction of knowledge and the appreciation of error as part of the learning process.