Psicología, género y alfabetización en El Monitor de la Educación Común (1900-1930)

Abstract

This article analyzes the contributions of psychology to literacy, especially it investigates the presence of non-epistemic values ​​linked to the psychological differences between boys and girls. To achieve this objective, it carries out a qualitative interpretive approach to the magazine El Monitor de la Educación Común in the period 1900-1930. The documentary corpus was built by selecting in this publication, the articles referring to the teaching and / or learning of reading and writing. From a critical history of psychology, it approaches the way in which psychological knowledge thematized the learning and teaching of the written language is revealed. The characteristics of the psychological knowledge that addressed the problem of literacy are highlighted, understood in terms of a space of confluence between a political-educational project and the role played by the regulation of corporeality in literacy. It is pointed out that the psychological capacities of the subjects who had to become literate were understood in differential terms for men and women, in conjunction with the way in which psychological knowledge considered the psychological differences between men and women in the period examined. It is shown that these differences were linked to non-epistemic values ​​regarding the social role of men and women and that they permeated the way of thinking both the teaching topics, the examples offered and specific practices such as the teaching of spelling.