Comparative analysis of literacy teaching materials available in Buenos Aires Province

Abstract

Recently, in Argentina, particularly in Buenos Aires Province, an important change in the reading and writing teaching method is taking place. The curriculum designs show that, even though the psychogenetic perspective still prevails, in the last few years there have been modifications that take into account Cognitive Psychology’s notions on the teaching and learning processes of these skills. The purpose of this study is to analyze and compare the literacy teaching materials that are available in Buenos Aires Province to examine whether they have been elaborated from the perspective of Cognitive Psychology and Neuroscience – and thus are related to the mentioned curricular changes - or, on the contrary, belong to the previous paradigm.

Keywords

• alfabetización
• educación
• material didáctico
• psicolingüística
• psicología cognitiva
• neurociencias