La Alfabetizacion en El Nivel Inicial

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neral de Cultura y Educacin en convenio con la editorial }\par\pard\li10
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\charscalex100 {1}}\fs24\cf0\f1\charscalex100 {. }\fs24\cf0\f1\charscalex100 { }
\par\pard\li1880\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1880\ri0\sl-213\slmult0
\fs18\cf0\par\pard\li1880\ri0\sl-333\slmult0 \fs24\cf0\f1\charscalex100 {El}\fs
24\cf0\f1\charscalex100 { cierre de la Direccin }\fs24\cf0\f1\charscalex100
{de }\fs24\cf0\f1\charscalex100 {Investigaciones Educativas hizo que las }\p
ar\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {experiencias didct
icas siguieran funcionando como experiencias alternativas en }\par\pard\li
1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {muchas instituciones educa
tivas provinciales (Proyecto Pampas y sala abierta de }\par\pard\li1026\r
i0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {lectura }\fs24\cf0\f1\charscalex10
0 {de}\fs24\cf0\f1\charscalex100 { Tandil}{\super \fs14\up4\cf0\f1\charscalex100
{2}}\fs24\cf0\f1\charscalex100 { }\fs24\cf0\f1\charscalex100 {; }\fs24\cf0\f1\c
harscalex100 {Proyecto en zonas rurales de La Plata}{\super \fs14\up4\cf0\f1\cha
rscalex100 {3}}\fs24\cf0\f1\charscalex100 {, entre otras}\fs24\cf0\f1\charscalex
100 {).}\fs24\cf0\f1\charscalex100 { }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\
cf0\par\pard\li1026\ri0\sl-253\slmult0 \fs12\cf0\f1\charscalex100 {1}\fs18\cf0\f
1\charscalex100 { Estos proyectos se denominaron: Conduccin Pedaggica de lo
s Procesos Psicogenticos de }\par\pard\li1026\ri0\sl-320\slmult0 \fs18\cf0\f1\ch

arscalex100 {Conceptualizacin de la Lengua Escrita en nios de Jardn de infantes y E
scuela Primaria durante 1987 y }\par\pard\li1026\ri0\sl-306\slmult0 \fs18\cf0\f
1\charscalex100 {1988.Y alfabetizacin inicial: Transformacin del Rol Docente (Refl
exin sobre la Prctica Pedaggica en }\par\pard\li1026\ri0\sl-306\slmult0 \fs18\cf0\f
1\charscalex100 {un Encuadre Participativo y Constructivo durante 1988 y 1991. D
ireccin de Investigaciones Educativas. }\par\pard\li1026\ri0\sl-306\slmult0 \fs18
\cf0\f1\charscalex100 {Direccin General de Escuelas de la provincia de Buenos Air
es. }\par\pard\li1026\ri0\sl-320\slmult0 \fs12\cf0\f1\charscalex100 {2}\fs18\cf0
\f1\charscalex100 { Proyecto PAMPAS (Profundizacin y Ampliacin de la oferta
institucional Perfeccionamiento Docente }\par\pard\li1026\ri0\sl-306\slmult
0 \fs18\cf0\f1\charscalex100 {AS (Referencia a la Sala de Lectura) Capacitacin en
Didctica de la Lengua y la Literatura (1999 -2002) }\par\pard\li1026\ri0\sl-306\
slmult0 \fs18\cf0\f1\charscalex100 {Argentina. Organizado por la Sala Abiert
a de Lectura de Tandil y la U.N.C.B.A y financiado por la }\par\pard\l
i1026\ri0\sl-320\slmult0 \fs18\cf0\f1\charscalex100 {Fundacin W. K. Kellogg (inic
iativa }\fs18\cf0\f3\charscalex100 {de Educaci n Bsica \uc1\u8220XComunidad de Ap
rendizaje\uc1\u8221X).}\fs18\cf0\f1\charscalex100 { Entre 2001 y 2003 }\par\pard
\li1026\ri0\sl-320\slmult0 \fs18\cf0\f1\charscalex100 {proyecto de la Sala Abier
ta de Lectura de Tandil, inserto en la Secretara de Extensin de la Universidad }\p
ar\pard\li1026\ri0\sl-293\slmult0 \fs18\cf0\f1\charscalex100 {del Centro, Argent
ina. }\par\pard\li1026\ri0\sl-320\slmult0 \fs12\cf0\f1\charscalex100 {3}\fs18\cf
0\f1\charscalex100 { Proyecto de Extensin de la Universidad Nacional de La Plata
: Capacitacin de docentes para sectores}\par\pard\li1026\ri0\sl-306\slmult0 \fs18
\cf0\f1\charscalex100 {rurales del Gran La Plata. Dirigido a maestros de nivel i
nicial y primer ciclo de primaria de zonas rurales }\fs18\cf0\f1\charscalex100
{y}\par\pard\li1026\ri0\sl-306\slmult0 \fs18\cf0\f1\charscalex100 {periurbanas,
durante 1997 y 1999 financiado por la Fundacin F. K. Kellogg.}\par\pard\li1720\ri
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calex100 {La alfabetizacin en el Nivel Inicial. Continuidades y rupturas }\fs20\c
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cf0\f1\charscalex100 {a partir de la Ley Federal de Educacin, se }\par\pard\li102
6\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {formulan los Contenidos Bsico
s Comunes organizados en reas, el objeto fue la }\par\pard\li1026\ri0\sl-
386\slmult0 \fs24\cf0\f1\charscalex100 {lengua y un nuevo aplicacionismo en est

e caso en base a las diferentes ciencias del }\par\pard\li1026\ri0\sl-373\slmult
0 \fs24\cf0\f1\charscalex100 {lenguaje }\fs24\cf0\f1\charscalex100 {(lingstica, p
sicolingstica, semitica, teora de la enunciacin, etc.)}{\super \fs14\up4\cf0\f0
\charscalex100\b \i { 4}\b0 \i0 }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\
f1\charscalex100 {Prescriba en el Diseo Curricular de la Provincia qu ensear. No slo
son contenidos }\par\pard\li1026\ri0\sl-400\slmult0 \fs24\cf0\f1\charscalex100 {
de enseanza la sintaxis, la morfologa, sino tam}\fs24\cf0\f1\charscalex100 {bin}\fs
24\cf0\f1\charscalex100 { los distintos tipos de textos y de }\par\pard\li1026\r
i0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {paratextos, tipos de estructuras a
rgumentativas o estrategias de lectura. }\par\pard\li1880\ri0\sl-213\slmult0 \f
slmult0 \fs24\cf0\f1\charscalex100 {Estos contenidos de las ciencias del lenguaj
e fueron de la mano de}{ }\fs24\cf0\f1\charscalex100 {enfoques }\par\pard\li1026
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ologa,}\tab \fs24\cf0\f1\charscalex100 {poniendo un fuerte acento en la exp
licitacin de los }\par\pard\li1026\ri0\sl-386\slmult0 \fs22\cf0\f1\charscalex10
0 {procesos metacognitivos y metalingsticos que acompaan los actos de lect
ura y }\par\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {escritur
a (sobre la base de que tal explicitacin propicia la toma de concienc
ia y el }\par\pard\li1026\ri0\sl-386\slmult0 \fs22\cf0\f1\charscalex100 {apren
dizaje). Caractersticas de diversos formatos de texto; las partes de un
libro; -}\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {para
texto; - }\fs24\cf0\f1\charscalex100 {as}\fs24\cf0\f1\charscalex100 {pectos: fon
olgicos, morfosintcticos, semntico, pragmtico; - aspectos }\par\pard\li1026\ri0\sl-3
73\slmult0 \fs22\cf0\f1\charscalex100 {grficos del texto escrito: diferentes
tipos y tamaos de letra, direccionalidad de la }\par\pard\li1026\ri0\sl-3
86\slmult0 \fs22\cf0\f1\charscalex100 {escritura, espacializacin. En lectura:
estrategias de anticipacin del contenido de un }\par\pard\li1026\ri0\sl-38
6\slmult0 \fs24\cf0\f1\charscalex100 {texto a partir del paratexto, exploracin, p
rediccin y verificacin del contenido. }\par\pard\li1880\ri0\sl-213\slmult0 \fs18\
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lt0 \fs22\cf0\f1\charscalex100 {Sabemos que estos conocimientos constituyen
un saber indispensable pero }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf0\f1\
charscalex100 {no suficiente para ensear a los nios a leer y a escribir, los docen
tes deben conocer }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex10
0 {esos saberes pero no para ensearlos directamente a los nios. }\par\pard\li1880\
ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1880\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li1880\ri0\sl-346\slmult0 \fs24\cf0\f1\charscalex100 {El fin del siglo XX
nos encontr con la formulacin de los contenidos }\par\pard\li1026\ri0\sl373\slmult0 \fs22\cf0\f1\charscalex100 {disciplinares al Nivel Inicial presc
riptos en los diseos curriculares}{\super \fs14\up4\cf0\f1\charscalex100 {5}}
\fs22\cf0\f1\charscalex100 { (en base a los }\par\pard\li1026\ri0\sl-373\slm
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la lengua. Paralelamente el debate }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\c
f0\f1\charscalex100 {acadmico se centraba en los alcances de las didcticas
especficas y en la }\par\pard\li1026\ri0\sl-400\slmult0 \fs24\cf0\f1\charsca
lex100 {consolidacin de una didctica constructivista. }\par\pard\li1026\ri0\sl-213
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ri0\sl-386\slmult0 \fs12\cf0\f1\charscalex100 {4}\fs18\cf0\f1\charscalex100 { A
lo largo de los ltimos 30 aos distintas teoras lingstico-discursivas fundamentaron la
didctica de la }\par\pard\li1026\ri0\sl-306\slmult0 \fs18\cf0\f1\charscalex100 {
lengua y pusieron en debate qu contenidos de las ciencias del lenguaje sel eccion
ar para su enseanza. }\par\pard\li1026\ri0\sl-320\slmult0 \fs18\cf0\f1\charscalex
100 {El Estructuralismo, que dio relevancia a la sintaxis y donde la
unidad de anlisis es la oracin; }\fs18\cf0\f1\charscalex100 {la}\par\pard\li1
026\ri0\sl-320\slmult0 \fs18\cf0\f1\charscalex100 {gramtica del texto }\fs18\c
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anlisis el texto; la Teora de la Enunciacin que }\par\pard\li1026\ri0\sl
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calex100 {as}\fs18\cf0\f1\charscalex100 { }\par\pard\li1026\ri0\sl-320\slmult0 \
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f0\f1\charscalex100 {Consejo General de Cultura y}\par\pard\li1026\ri0\sl-30
6\slmult0 \fs18\cf0\f1\charscalex100 {Educacin. Direccin general de Cultura y Educ
acin. 1999. }\par\pard\li1720\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1720\ri0\sl
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18\cf0\par\pard\li1880\ri0\sl-333\slmult0 \fs24\cf0\f1\charscalex100 {Los docent
es mientras tanto participaban de capacitaciones organizadas por}\par\pard\li10
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uchas de el as, de profesores de lengua y literatura que }\par\pard\li1
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comunicaban esos saberes. En la formacin docente la }\par\pard\li1026\ri0\sl-386\
slmult0 \fs24\cf0\f1\charscalex100 {asignatura que abordaba este campo dej de l a
marse Didctica de la lengua y de la }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\c
f0\f1\charscalex100 {literatura, para llamarse Lengua y su enseanza. Lo c
entral puesto en el saber }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\
charscalex100 {disciplinar. }\par\pard\li1880\ri0\sl-213\slmult0 \fs18\cf0\par\p
\cf0\f1\charscalex100 {Pero a pesar de que el campo de la alfabetizacin inicial f
ue abordado por las }\par\pard\li1026\ri0\sl-373\slmult0 \fs20\cf0\f1\charscalex
100 {ciencias del le}\fs20\cf0\f1\charscalex100 {ngua}\fs20\cf0\f1\charscalex1
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par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {trabajo de base c
onstructivista e interaccionista e incluan a las prcticas del lenguaje }\par\pard\
li1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {como objeto de la alfabeti
zacin. }\par\pard\li1986\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1986\ri0\sl-213\
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Superior y de Formacin y Capacitacin Docente Continua, de la }\par\pard
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a y Educacin de la provincia de Buenos Aires desarrol an }\par\pard\li1026\ri0\sl
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Curso de Capacitacin Virtual: La lengua y l}\fs22\cf0\f1\charscalex100 {a
}\par\pard\li1026\ri0\sl-360\slmult0 \fs24\cf0\f1\charscalex100 {literatura en
el Nivel Inicial (Programa de Capacitacin y Actualizacin Docente}\fs24\cf
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rscalex100 {Resolucin N 3646/01), en el que se capacitaron docentes de 5 regiones
educativas. }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {En
el ttulo, el objeto de estudio se denomin lengua para coincidir con los contenidos
}\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {del Diseo Curri
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8\cf0\par\pard\li2040\ri0\sl-346\slmult0 \fs22\cf0\f1\charscalex100 { En 2002
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ar\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {entregar a todos l
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la }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {Provincia. A
su vez, se realizaron asistencias tcnicas para su difusin y se publicaron }\par\p
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cciones se destacan: }\par\pard\li1880\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
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\fs18\cf0\par\pard\li1493\ri0\sl-360\slmult0 \fs24\cf0\f1\charscalex100 { Leer
en sala }\fs24\cf0\f1\charscalex100 {de}\fs24\cf0\f1\charscalex100 { cinco y pr
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lex100 {Escritura en la Alfabetizacin Inicial. Su anlisis focaliza la manera en qu
e los nios de }\par\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {ja
rdn de infantes y de primer ao de la escuela comprenden el sistema de
escritura }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {mien
tras escriben en colaboracin. En la tercera parte, se analizan las intervenciones
}\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {de enseanza en
el transcurso de la produccin. Se publicaron }\fs24\cf0\f1\charscalex100 {10}\fs2
4\cf0\f1\charscalex100 { mil ejemplares de }\par\pard\li1026\ri0\sl-373\slmult0
\fs24\cf0\f1\charscalex100 {cada uno de los libros con un DVD y se distribuyeron
en todos los jardines de infantes, }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\c
f0\f1\charscalex100 {escuelas, Institutos Superiores de Formacin Docente y
Centros de Investigaci}\fs24\cf0\f1\charscalex100 {n}\par\pard\li1026\ri0\sl-3
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arscalex100\b {. }\b0 \fs24\cf0\f0\charscalex100\b { }\b0 \par\pard\li1026\ri0\s
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Educacin Inicial y Educacin Primaria, maestros y directores de escuelas
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n jardn}\fs24\cf0\f1\charscalex100 {, }\fs24\cf0\f1\charscalex100 {con los que se
articula el campo de la prctica docente. }\par\pard\li1880\ri0\sl-213\slmult0 \
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al trabaja en forma conjunta en }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\
cf0\f1\charscalex100 {todas las acciones de capacitacin que promueve el programa
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enfoque planteado }\par\pard\li1026\ri0\sl-386\slmult0 \fs22\cf0\f1\charscalex
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18\cf0\par\pard\li1933\ri0\sl-333\slmult0 \fs22\cf0\f1\charscalex100 {Las direc
ciones involucradas en la alfabetizacin inicial (Nivel Inicial, Nivel }\p
ar\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {Primario, capacit
acin) comparten, tanto en sus Diseos Curriculares como en las }\par\pard\l
i1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {propuestas de capacitacin o
desarrol o curricular, el mismo enfoque con respecto a la }\par\pard\li1026\ri0\
sl-373\slmult0 \fs24\cf0\f1\charscalex100 {alfabetizacin}\fs24\cf0\f0\charscalex1
00\b {.}\b0 { }\fs22\cf0\f1\charscalex100 {En este enfoque se recuperan las
investigaciones psicolingsticas y }\par\pard\li1026\ri0\sl-386\slmult0 \fs22\c
f0\f1\charscalex100 {psicogenticas que explican, desde el marco piagetiano,
el proceso por el cual los }\par\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\
f1\charscalex100 {nios pasan de un estado de menor conocimiento a otro d
e mayor conocimiento al }\par\pard\li1026\ri0\sl-400\slmult0 \fs24\cf0\f1\char
scalex100 {interactuar con el lenguaje escrito y con las prcticas de quienes leen
y escriben en el }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex10
0 {contexto social. Este aspecto del enfoque es fundamental porque permite comp
render }\par\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {el sent
ido de ciertas respuestas no convencionales como expresin del saber infan
til }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {acerca de q
u es lo que la escritura representa y cmo lo representa; posibilitando las }\par\p
ard\li1026\ri0\sl-386\slmult0 \fs22\cf0\f1\charscalex100 {intervenciones docent
es para que todos los nios puedan aprender. Tambin este }\par\pard\li1026
\ri0\sl-386\slmult0 \fs22\cf0\f1\charscalex100 {enfoque hace posible conceptu
alizar la escritura como un objeto cultural complejo al }\par\pard\li102
6\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {que se accede resolviendo p
roblemas de naturaleza conceptual, y no meramente }\par\pard\li1026\ri0\sl
-386\slmult0 \fs24\cf0\f1\charscalex100 {perceptual, de asociacin entre letras y
soni}\fs24\cf0\f1\charscalex100 {dos}\fs24\cf0\f1\charscalex100 {, }\fs24\cf0\f1
\charscalex100 {y,}\fs24\cf0\f1\charscalex100 { por ltimo, advierte claramente el
}\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {valor de las
interacciones sociales como fuente de informacin en este proceso }\par\p
ard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charscalex100 {constructivo (Ferreir
o y Teberosky, 1979a, 1981; Ferreiro y Gmez Palacio, 1979b, }\par\pard\l
i1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {1982; Ferreiro, 1997, 1991;
Teberosky, 1982). }\par\pard\li1933\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li19
33\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1933\ri0\sl-333\slmult0 \fs22\cf0\f1\
charscalex100 {A su vez, se acuerda que la interaccin temprana con la
lengua escrita se }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex
100 {traduce en mejores oportunidades de aprendizaje para los nios. Desde su ingr
eso a}\fs24\cf0\f1\charscalex100 {l}\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf
0\f1\charscalex100 {jardn los pequeos pueden acceder a la cultura escrita
a travs de variadas }\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscal
ex100 {propuestas a fin de introducirlos en el mundo letrado y no slo en el con
ocimiento de }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {la
s letras. }{ }\fs24\cf0\f0\charscalex100\i {\uc1\u8220XCuando decimos que de
sde muy peque os los ni os pueden iniciar el }\i0 \par\pard\li1026\ri0\sl386\slmult0 \fs22\cf0\f0\charscalex100\i {pr}\i0 \fs22\cf0\f0\charscalex100\i {o
ceso de comprensin de la lectura y la
escritura, decimos en realidad
que ya se }\i0 \par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100
\i {estn alfabetizando. Por eso, y porque adems resulta un contenido valioso desd
e el }\i0 \par\pard\li1026\ri0\sl-373\slmult0 \*\tx8573\fs22\cf0\f0\charscalex10
0\i {punto de vista cultural, el jardn debe asumir un compromiso alfabetizador.}\
i0 \tab \fs22\cf0\f0\charscalex100\i {Pero este }\i0 \par\pard\li1026\ri0\sl-37
3\slmult0 \fs24\cf0\f0\charscalex100\i {co}\i0 \fs24\cf0\f0\charscalex100\i {mpr
omiso no debe confundirse con la produccin alfabtica}\i0 \fs24\cf0\f0\chars
calex100\b \i {.}\b0 \i0 { }\fs24\cf0\f0\charscalex100\i {No significa estipul
ar }\i0 \par\pard\li1026\ri0\sl-400\slmult0 \fs24\cf0\f0\charscalex100\i {niv}\i
0 \fs24\cf0\f0\charscalex100\i {eles de logro por salas o edades, ni adquirir l
a alfabeticidad del sistema al egreso }\i0 \par\pard\li1026\ri0\sl-373\slmult0
\fs24\cf0\f0\charscalex100\i {del jardn. Supone trabajar los contenidos de
manera sistemtica y con propsitos }\i0 \par\pard\li1026\ri0\sl-373\slmult0 \f
s24\cf0\f0\charscalex100\i {claros. Ensear desde las posibilidades de los nios par
a su transformacin}\i0 \fs24\cf0\f0\charscalex100\i {\uc1\u8221X}\i0 {\super \fs1
4\up4\cf0\f1\charscalex100 {15}}\fs24\cf0\f1\charscalex100 {. }\par\pard\li1933\
ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1933\ri0\sl-213\slmult0 \fs18\cf0\par\pa
rd\li1933\ri0\sl-333\slmult0 \fs22\cf0\f1\charscalex100 {Para finalizar, citar
emos las palabras de Emilia Ferreiro que refirindose a }\par\pard\li1026\
ri0\sl-386\slmult0 \fs24\cf0\f3\charscalex100 {cierto tipo de concepci n de
la alfabetizaci n dice: \uc1\u8220X}\fs24\cf0\f0\charscalex100\i {Yo no ni
ego las masivas }\i0 \par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li
1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-360\slmult0 \fs12\cf0\f
1\charscalex100 {15}\fs18\cf0\f1\charscalex100 { Molinari, Mara Claudia, Leer y e
scribir en el jardn de infantes, en Ana Mara Kaufman (comp.), }\fs18\cf0\f0\charsc
alex100\i {Letras y }\i0 \par\pard\li1026\ri0\sl-200\slmult0 \fs18\cf0\f0\charsc
alex100\i {Nmeros. Alternativas didcticas para Jardn de infantes y primer ciclo
de la EGB, }\i0 { }\fs18\cf0\f1\charscalex100 {Buenos Aires, Ed. }\par\par
d\li1026\ri0\sl-213\slmult0 \fs18\cf0\f1\charscalex100 {Santillana, 2000, pp.1920.}\par\pard\li1720\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1720\ri0\sl-280\slm
ult0 \fs20\cf0\f1\charscalex100 {La alfabetizacin en el Nivel Inicial. Continuida
des y rupturas }\fs20\cf0\f3\charscalex100 {\uc1\u8211X}\fs20\cf0\f1\charscalex1
00 { Educacin Inicial }\par\pard\sect\sectd\sbkpage{\shp
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7;32768}}

18\cf0\par\pard\li1026\ri0\sl-333\slmult0 \fs24\cf0\f0\charscalex100\i {evidenci
as en el sentido de que la conciencia fonolgica es un ingrediente importante }\i
0 \par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {en el proces
o de alfabetizacin. Lo que rechazo es la reduccin de la lengua escrita a }\i0 \par
\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {un cdigo de corr
espondencias (con mltiples y variadas excepciones). Lo que }\i0 \par\pard\
li1026\ri0\sl-386\slmult0 \fs22\cf0\f0\charscalex100\i {rechazo es la ecuacin
conciencia fonolgica = mtodo fnico, porque desprecia al }\i0 \par\pard\li10
26\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {ni o que s lo puede ser \uc1
\u8220Xentrenado\uc1\u8221X y es incapaz de descubrir por s mismo. Lo que }\i0 \
par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {rechazo es la d
icotoma mtodo fnico / mtodo global, porque las buenas educadoras }\i0 \par\pard\li10
26\ri0\sl-400\slmult0 \fs22\cf0\f0\charscalex100\i {no se sitan en ninguno d
e esos dos polos. Lo que rechazo es la ignorancia de los }\i0 \par\pa
rd\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {esfuerzos infantiles
por comprender la escritura a travs de sus esfuerzos por producir}\i0 \par\pard\l
i1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {escritura. Soy conscien
te de todos los desafos que los pases de Amrica Latina }\i0 \par\pard\li1
026\ri0\sl-373\slmult0 \fs22\cf0\f0\charscalex100\i {deben superar para alcanz
ar su independencia econmica, poltica y cultural. La }\i0 \par\pard\li1026\r
i0\sl-386\slmult0 \fs24\cf0\f0\charscalex100\i {alfabetizacin es slo uno de el os,
y no es el menor. Pero ya conocimos a los nios }\i0 \par\pard\li1026\ri0\sl-386
\slmult0 \fs24\cf0\f0\charscalex100\i {decodificadores, incapaces de comprender
lo que decodifican. Vamos a aceptar que, }\i0 \par\pard\li1026\ri0\sl-373\slmult0
\fs22\cf0\f0\charscalex100\i {cuanto ms pobres y alejados de la lengua e
scrita, ms ejercicios de conciencia }\i0 \par\pard\li1026\ri0\sl-386\slmult0
\fs24\cf0\f0\charscalex100\i {fonolgica debemos darles y menos contacto con la le
ngua escrita? }\i0 {\super \fs14\up4\cf0\f0\charscalex100\i {16}\i0 }\par\pard\l
par\pard\li1933\ri0\sl-320\slmult0 \fs24\cf0\f1\charscalex100 {Los ms pequeos t
ienen derecho a la cultura escritura y nosotros los }\par\pard\li1026\ri
0\sl-386\slmult0 \fs22\cf0\f1\charscalex100 {docentes tenemos la obligacin de
introducirlos en el mundo letrado y no slo en el }\par\pard\li1026\ri0
\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {conocimiento de las letras. }\par\p
\cf0\par\pard\li1933\ri0\sl-320\slmult0 \fs24\cf0\f1\charscalex100 {Nuestro desa
fo como inicio del sistema de educacin formal es empezar el }\par\pard\li1026\ri0\
sl-386\slmult0 \fs24\cf0\f1\charscalex100 {proceso de alfabetizacin para formar c
iudadanos conscientes del poder del lenguaje y }\par\pard\li1026\ri0\sl-373\slmu
lt0 \fs24\cf0\f1\charscalex100 {poderosos porque poseen la capacidad de us
arlo y disfrutarlo advirtiendo con }\par\pard\li1026\ri0\sl-386\slmult0 \fs2
4\cf0\f1\charscalex100 {sensi}\fs24\cf0\f1\charscalex100 {bilidad sobre sus efec
tos y asumiendo, ante ello, posiciones ticas reflexivas. }\fs24\cf0\f1\charscalex
100 { }\par\pard\li5253\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li5253\ri0\sl-213\
i0\sl-213\slmult0 \fs18\cf0\par\pard\li5253\ri0\sl-266\slmult0 \fs24\cf0\f0\char
scalex100\b {Direccin Provincial de Educacin Inicial }\b0 \par\pard\li8240\ri0\sl
-373\slmult0 \fs24\cf0\f0\charscalex100\b {Agosto 2010 }\b0 \par\pard\li1026\ri0
6\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\
8\cf0\par\pard\li1026\ri0\sl-240\slmult0 \fs12\cf0\f1\charscalex100 {16}\fs18\cf

0\f1\charscalex100 { Uma reflexao sobre a lingua oral ea a aprendizagem da lingu
a escrita Patio, VII, 29. 2004.8-}\fs18\cf0\f1\charscalex100 {12.}\fs18\cf0\f1\c
harscalex100 { }\par\pard\li1720\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1720\ri
\li1720\ri0\sl-346\slmult0 \fs20\cf0\f1\charscalex100 {La alfabetizacin en el Niv
el Inicial. Continuidades y rupturas }\fs20\cf0\f3\charscalex100 {\uc1\u8211X}\f
s20\cf0\f1\charscalex100 { Educacin Inicial }\par\pard\sect\sectd\sbkpage{\shp
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\par\pard\li1026\ri0\sl-346\slmult0 \fs24\cf0\f1\charscalex100 {- }{ }\fs24\cf0\
f3\charscalex100 {Blanche Benveniste, C. \uc1\u8220XL}\fs24\cf0\f1\charscalex
100 {a escritura, irreductible a un }{ }\fs24\cf0\f3\charscalex100 {c digo\u
c1\u8223X", e}\fs24\cf0\f1\charscalex100 {n E. Ferreiro }\par\pard\li1026\ri0
\sl-386\slmult0 \fs24\cf0\f1\charscalex100 {(compiladora), }{ }\fs24\cf0\f0\char
scalex100\i {Relaciones de (in)dependencia entre oralidad y escritura. }\i
0 { }\fs24\cf0\f1\charscalex100 {Barcelona, }\par\pard\li1026\ri0\sl-373\slmult0
\fs24\cf0\f1\charscalex100 {Gedisa, }\fs24\cf0\f1\charscalex100 {2002.}\fs24\cf
0\f1\charscalex100 { }\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1
\charscalex100 {- Bronckart, J. y Schneuwly, B. }{ }\fs24\cf0\f3\charscalex
100 {\uc1\u8220X}\fs22\cf0\f1\charscalex100 {La didctica de la lengua matern
a: el nacimiento de }\par\pard\li1026\ri0\sl-373\slmult0 \fs22\cf0\f1\charsca
lex100 {una utopa indispensable}\fs22\cf0\f3\charscalex100 {\uc1\u8220X}\fs22\c
f0\f1\charscalex100 {, en }{ }\fs22\cf0\f0\charscalex100\i {Textos de Didctica
de la Lengua y la Literatura}\i0 \fs22\cf0\f1\charscalex100 {, 9, }\par\
pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f1\charscalex100 {Barcelona, Gra; 1996}\
fs24\cf0\f1\charscalex100 {. }\fs24\cf0\f1\charscalex100 { }\par\pard\li1026\ri0
li1026\ri0\sl-333\slmult0 \fs20\cf0\f1\charscalex100 {- Castedo, M.; Molinari
, C.; Wolman, S}\fs20\cf0\f3\charscalex100 {.\uc1\u8221X}\fs20\cf0\f3\charsca
lex100 {Leer y escribir en el jardn de infantes\uc1\u8221X}\fs22\cf0\f1\char
scalex100 {, en }\par\pard\li1026\ri0\sl-386\slmult0 \fs24\cf0\f0\charscalex100
\i {Letras y nmeros}\i0 \fs24\cf0\f1\charscalex100 {. Buenos Aires, Ed. Santil an
a, }\fs24\cf0\f1\charscalex100 {2000}\fs24\cf0\f1\charscalex100 {. }\par\pard\li
1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\p
ar\pard\li1026\ri0\sl-333\slmult0 \fs20\cf0\f1\charscalex100 {- Col , Csar. }{
}\fs20\cf0\f3\charscalex100 {\uc1\u8220XLas aportaciones }{ }\fs20\cf0\f1\chars
calex100 {de la psicologa a la educacin: el caso de la teora }\par\pard\l
i1026\ri0\sl-373\slmult0 \*\tx5906\fs24\cf0\f1\charscalex100 {gentica y de los
aprendizaj}\fs24\cf0\f3\charscalex100 {es escolares\uc1\u8221X, en}\tab \fs2
4\cf0\f0\charscalex100\i {Psicologa Gentica y Aprendizajes }\i0 \par\pard\li102
6\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {escolares}\i0 \fs24\cf0\f1\ch
arscalex100 {, }\fs24\cf0\f1\charscalex100 {Mxico, Siglo XXI, 1983. }\par\pard\li
1026\ri0\sl-213\slmult0 \fs18\cf0\par\pard\li1026\ri0\sl-213\slmult0 \fs18\cf0\p
ar\pard\li1026\ri0\sl-346\slmult0 \fs22\cf0\f1\charscalex100 {- }{ }\fs22\cf0\f3
\charscalex100 {Ferreiro, E. \uc1\u8220XLa representaci n del lenguaje y
el proceso de alfabetizaci n\uc1\u8221X, }{ }\fs22\cf0\f1\charscalex100 {en }
\par\pard\li1026\ri0\sl-373\slmult0 \fs24\cf0\f0\charscalex100\i {Alfabetizacin.
Teora y prctica}\i0 \fs24\cf0\f1\charscalex100 {, Mxico, Siglo }\fs24\cf0\f1\charsc
alex100 {XXI}\fs24\cf0\f1\charscalex100 {, }\fs24\cf0\f1\charscalex100 {1997. }
\fs18\cf0\par\pard\li1026\ri0\sl-333\slmult0 \fs22\cf0\f1\charscalex100 {- Fer
reiro, E. }{ }\fs24\cf0\f0\charscalex100\i {Pasado, presente y futuro de l
os verbos leer y escribir}\i0 \fs22\cf0\f1\charscalex100 {. Mxico: FCE. }\pa
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rscalex100 { Educacin Inicial }\par}

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