Abstract

Various studies show that teachers’ beliefs are an important factor to explain teaching practices. However, in Latin American countries, there is a lack of studies on the educational concepts regarding emergent literacy and the factors that influence it. This research thus analyzes the beliefs of a group of teachers about emergent literacy and its relationship with the learning environment in the classroom and with one of the least-studied influencing factors: the socio-family context. The research was qualitative with a psycho-phenomenological approach and was conducted through in-depth interviews. The analysis revealed that the predominant type of belief is unsophisticated, with non-cognitive characteristics that emerge from knowledge derived from a discourse based mainly on the co-constructivist model of literacy. In addition, using NVivo software, it was determined that the participants’ discourse did not exceed 13% consistency with the theory in each analysis category.