This text, whose nature is conceptual and metodological, seeks to present the acquisition of written language from the perspective of Historical-Cultural Psychology and, taking heed of the ontogenetic scope, it discusses the implications of the pedagogical interventions from their assumptions. To get this objective, the nature and the development of higher psychological functions, of which the written language is part, are explained. Then, it shows up as the acquisition of the written language happens according to Luria and Vigotski and, finally it presents the pedagogical mediations required for the teaching to promote learning and this, in turn, development.
historic-cultural psychology; written language; historical and dialectical materialism; literacy