Abstract This text presents an epistemological option for beginning literacy which departs from traditional options in several respects: (1) objectivity is not assumed as a starting point but as an ending fact (as an aspiration more than a reality); (2) all research communities adopt certain paradigms as their unquestioned ‘epistemic framework’ which serve to validate methodological and theoretical approaches without discussion; (3) situating oneself at the boundaries of this ‘unquestioned scientificity’ reveals useful data worth bearing in mind in the specific field discussed here: the early stages of the cognitive approach to the object of ‘written language’. This text defends the empirical interest of Jean Piaget’s theory to incorporate a theoretical object not thematized by this researcher: written language. It debates the irrelevance of interpretations inspired by Piaget yet based on a purely applicationist vision of the theory. Constructivism is constructed by testing new hypotheses on new objects. That is the persistent message of this text, which provides data to support each claim about development.

中文翻译：

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开始识字的研究观点。方法论和认识论二分法/原始调查法。方法学和认识论

摘要本文从几个方面与传统选择不同，提出了一种开始识字的认识论选择：（1）客观性不被视为出发点，而是作为结束的事实（比现实更渴望）。（2）所有研究团体都采用某些范式作为其毫无疑问的“流行病学框架”，无需进行讨论就可以验证方法论和理论方法；（3）将自己置于这种“毫无疑问的科学性”的边界，揭示了在这里讨论的特定领域中值得记住的有用数据：对“书面语言”对象的认知方法的早期阶段。本文捍卫了吉恩·皮亚杰（Jean Piaget）理论的经验利益，即纳入了该研究人员未主题化的理论对象：书面语言。它辩论了伯爵（Piaget）启发的解释的不相关性，但这些解释仅基于理论的纯粹应用主义观点。建构主义是通过检验关于新物体的新假设而构建的。这是本文的持久性消息，它提供了数据来支持有关开发的每个声明。