Argentine educator and psychologist Emilia Ferreiro, a reference in the field of literacy and education, revolutionized the understanding of the evolutionary process of acquiring written language with his contributions died at the age of 86, according to the Union of Education Workers (UTE).
“His contributions to the field of psychogenesis of written language and literacy have empowered thousands of teachers and educators not only in our country but around the world, transforming teaching-learning processes,” they said of UTE.
Born in Argentina in 1936 and receiving his doctorate at the University of Geneva under the supervision of another Eminence, Jean Piaget, Ferreiro developed a revolutionary legacy in teaching with a tremendous impact on the theory and practice of literacy. In addition, she was an intellectual committed to the social context, and her efforts were dedicated to improving literacy conditions in the most marginalized sectors of Latin America.
Hasta siempre Maestra de Maestrxs 🖤
Lamentamos profundamente el fallecimiento de la gran Emilia Ferreiro, maestra de maestrxs, psicóloga y pedagoga argentina cuyos aportes en el campo de la alfabetización revolucionaron la enseñanza.https://t.co/soF9pRpQQT
— UTE (@utectera) August 27, 2023
For the Argentine educator, who settled in Mexico after the forced exile imposed by the last civil-military dictatorship, all boys and girls can learn if their teachers suggest it. For them, the key lies in the professionalization of teachers as a counterpoint to the bureaucratic tasks that overburden and deprofessionalize them, as well as in the belief that boys and girls can learn and know beyond school.
His vision of learning to read and write took a dominant place as he moved away from teaching techniques based on rigid methods of the adult world that did not take into account childhood knowledge and allowed them to take the school environment as well as the central role of teaching to abandon reading. “The ” hecher must behave like a reader”, He said. He said that if they don’t read, they are unable to convey joy through reading.
Another element that permeated his theory and practice is the change of gaze, i.e., the shift in perspective to the view through other lenses, and that the school ceases to resist change and allows itself to revitalize stagnant models.
In an interview with the Educar portal about his contributions in the field of literacy, Ferreiro replied: “I fundamentally revolutionized some groups of teachers because they started seeing a boy they didn’t know. The one in front of them.” and the ones I told them were two different boys, and luckily some of the situations I suggested for them to see that boy were as simple as saying, “What what if you write something instead of copying it?”, Then those who allowed it Let the answers guide you They were surprised that what Romira was in my text was Mara Luisa in her classroom: You looked like one drop of water on the other. It’s the boys who convinced the teacher more than me”.
“And it seems to me that what I did the most—and I try to continue to do that—was to change the look; the rest is a consequence. But if the appearance doesn’t change, if they don’t see in this boy an intelligent boy trying to understand, putting his thinking into action by putting a series of letters in a certain order, they can’t even think about what to do with them,” added the note.
Aside from that, she has lectured in various countries in Latin America, Canada, the United States, Europe, and Israel. She has been recognized by universities and educational organizations around the world and has served on evaluation committees of councils and foundations around the world, including the Guggenheim and Unesco.