Critical analysis of Emilia Ferreiro's psychogenetic method in the initial literacy process

Abstract

Initial literacy is a complex process that extends beyond the mechanical acquisition of reading and writing, as it involves comprehension, interpretation, meaning making, and participation in social language practices. This article aimed to critically analyze the contributions of Emilia Ferreiro’s psychogenetic method and evidence from constructivist-oriented research on initial literacy processes. A qualitative documentary study with a descriptive and analytical scope was conducted through the review of classical theoretical contributions, scientific articles, theses, reports, and studies published mainly between 2021 and 2026. The analysis shows that written language acquisition is enhanced when children actively participate in meaningful reading and writing situations, formulate hypotheses, reflect on their own productions, and interact with diverse literary genres and text formats. Likewise, literacy-rich environments, teacher mediation, and family involvement play a relevant role in the progressive construction of the writing system. It is concluded that the psychogenetic perspective remains relevant for understanding literacy as a constructive and social process, although its application requires consideration of children’s individual, family, and sociocultural characteristics. Consequently, literacy practices should move beyond the isolated teaching of letters and sounds and promote contextualized experiences that strengthen comprehension, autonomy, and meaning making.