Freirean literacy perspective and constructivism didactic approach focuses in psychogenetic research: continuities and breaks for inicial youth and adults literacy processes reflection

Abstract

This article inteds to analyze continuities and ruptures between the literacy freirean perspective and constructivism didactic approach, based in psychogenetic research, as contribution for youth and adults literacy processes reflection. From a future of fourteen year research we have tried to know the specificity of written sistem construction, we have entered into dialogue with freirian contributions, working in comparative processes from both perspectives. We hold the convergence of both approaches from a pedagogical political perspective, and the didactic improvement of the constructivism approach. The teaching of reading and writting from this perspective materializes even more power than the freirean postulates themselves, a liberating and critical literacy.