Sobre escritura y alfabetización. Lugares de encuentro entre psicología e historia

Abstract

The development of cultural psychology responds to an attempt to explain the mind-culture equation in a way that goes beyond the black box theories which have characterized transcultural studies. This article aims to analyse the role of writing and its diffusion through literacy in the complex
relationship between mind and culture from a historical-cultural perspective. A perspective of this kind may improve on the traditional comparative approaches of black box models. To this end, the authorproposes to study writing and literacy as a meeting point between psychology and history, an endeavour made possible by recent advances in the history
ofphilosophy, the history of culture and relatedfields (Gellner, 1994; Chartier, 1996; ver Cavallo y Chart,ier, 1998; Ong, 1982, Havelock, 1991, 1996; LAH, 1988; Luria, 1980; Scribner y Cole, 1981; Ramírez, 1995; Ramírez & Cubero, 1995; Ramirez d Wertsch, 1997). An approach of this kind allows the joint study of writing as a technique for communication and the recording of knowledge, and the reasons and attitudes that have influenced its dzfision via literacy ut key historical moments.