This study presents three pedagogical strategies that give a socio-cultural anchor to children's literacy in impoverished rural communities and with marginalized urban populations in Argentina. The strategies are: elaboration and use of... more
This study presents three pedagogical strategies that give a socio-cultural anchor to children's literacy in impoverished rural communities and with marginalized urban populations in Argentina. The strategies are: elaboration and use of ethnographic reading books, design and implementation of a family early literacy program for children from urban-marginalized populations, and implementation of a program of child tutors. The design of these strategies is carried out within the framework of projects that combine the study and documentation of funds of knowledge, interaction patterns, dialectical variations, and ways of learning that characterize the activity systems in which children are embedded. The cultural design of new mediation structures — instruments and interactional situations — that promote the learning of writing, and the study of the impact that these new structures have on participants' learning is also addressed.
