THE CULTURE OF READING AND WRITING OF TEACHERS FACING A NUMERICAL DILEMA

Abstract

On an epochal moment characterised by the numeric crossroads, the right of all students of learning to read and write is more essential than ever. In this sense, this paper analyses the «great debate» or «paradigm wars» between the proponents of a phonic perspective and the defendants of a global vision. The authors, after recognizing the cognitive power of antinomies and after revising the historic alterations in the literacy methodologies enacted at schools, conclude that this is a problem irreducible to a polar dichotomy. The ways of learning oral and written language depend on multiple capacities that interact among them. In resonance with this evidence and singularly when our societies are extensively multi-linguistic, the article propose that learning to read and write must be a process dependent of a plurality of ways respectful with the students’ idiosyncrasies.