[en] Due to its contribution to the individual´s full development and for its importance in creating critical and autonomous citizens committed to the development and well-being of society as a whole (Unesco, 2003, 2006), society is concerned with the model of literacy promoted by the education system. Without disregarding bilingual literacy in the two local languages (Sainz-Osinaga et al., 2005; Cenoz, 2009), the current report has analysed how written language is taught in the early stages of the writing acquisition process of a Model D school based on early literacy in Basque. It must not be disregarder the fact that the sociolinguistic relationship between the two local languages –basque and spanish— is asymmetrical: more than 70% of the teaching hours are taught in a minority language (Basque), wich is considered a second language for a third of the students. and that for one third of the students in the school is. The main objective is to discovering, identifying and understanding the didactic engineering that underpins the teaching activity of teachers in the initial teaching of writing (De Pietro & Schneuwly, 2003; García-Azkoaga & Idiazabal-Gorrotxategi, 2015). To this end, a number of sessions have been discussed in the HH4, HH5 and LH1 classrooms. Using structured non-participatory external observation of video-recorded classroom sessions, we have had the opportunity to complete the inventory of didactic devices (Toulou & Schneuwly, 2009) for the teaching of written language at the beginning of writing acquisition process, as well as to reach the fullness of a broad and complex educational object such as writing, and to know how such devices are interwined together. The qualitative analysis of the contents of the transcripts of the self-confrontation dialogues (Clot & Faïta, 2000; Pérez-Lizarralde, et al. 2021; Clot et al., 2000) allowed the identification of the didactic and pedagogical principles that guide the teaching arrangements. A total of 46 teaching and 5 networking devices associated with the writing teaching process have been identified, which demonstrate the modular nature of the teaching devices and the effectiveness of their interaction in achieving the integrity of the writing system and the written communication by the student. Furthermore, a qualitative analysis of the contents of what teachers´ have said about their work in self-confrontation interviews has led to 10 didactic and pedagogical principles that guide the insertion of teaching devices into the classroom. The didactic and pedagogical principles mentioned above are based on a constructive view of knowledge and learning and are aimed at preserving the well-being of the child.

[eu] Norberaren garapen osoari egiten dion ekarpenarengatik eta gizarte osoaren garapen eta ongizatearekin konprometitutako hiritar kritiko eta autonomoak sortzeko duen garrantziarengatik (Unesco, 2003, 2006) arduraz begiratzen dio gizarteak hezkuntza sistemak sustatzen duen alfabetatze ereduari. Tokiko bi hizkuntzetan alfabetatze elebidunari (Sainz-Osinaga et al., 2005; Cenoz, 2009) muzin egin gabe, euskarazko alfabetatze goiztiarra abiapuntu duen D ereduko ikastetxe batean idatzizkoaren hastapenetan hizkuntza idatzia nola irakatsi den aztertu dugu lan honetan, ahaztu gabe tokiko bi hizkuntzen –euskara eta gaztelania— arteko harreman soziolinguistikoa asimetrikoa dela, irakastorduen %70tik gora hizkuntza gutxituan (euskaraz) egiten dela eta ikastetxeko ikasleen heren batentzat euskara bigarren hizkuntza dela. Helburua izan da, idatzizkoaren hasierako irakaskuntzan irakasleen jarduna sustengatzen duen ingeniaritza didaktikoa (De Pietro & Schneuwly, 2003; Garcia-Azkoaga & Idiazabal-Gorrotxategi, 2015) azaleratzea, ezagutzea eta ulertzea. Horretarako, HH4, HH5 eta LH1eko ikasgela banatan, hainbat saio aztertu dira. Bideoz grabatutako gelako saioen kanpo behaketa ez-partehartzaile egituratuaren bidez, aukera izan dugu idatzizkoaren hastapenetan hizkuntza idatzia irakasteko dispositibo didaktikoen (Toulou & Schneuwly, 2009) inbentarioa osatzeko, baita idatzizkoa bezalako irakas-objektu zabal eta konplexuaren osotasunera iristeko, aipatu dispositiboak elkarrekin nola saretzen diren ezagutzeko ere. Autokonfrontazio-elkarrizketen (Clot & Faïta, 2000; Perez-Lizarralde, et al. 2021; Clot et al., 2000) transkripzioen eduki-analisi kualitatiboari esker, berriz, dispositibo didaktikoak gidatzen dituzten printzipio didaktiko-pedagogikoak ezagutu ahal izan ditugu. Guztira idatzizkoari loturiko 46 dispositibo didaktiko eta 5 saretze identifikatu dira, agerian uzten dutenak dispositibo didaktikoen izaera modularra eta horien arteko elkar-eraginaren eraginkortasuna ikasleak idatzizkoaren osotasunera iristeko. Bide batez, autokonfrontazio-elkarrizketetan euren lanari buruz irakasleek esandakoaren edukien analisi kualitatiboaren bidez, dispositibo didaktikoen gelaratzea gidatzen duten 10 printzipio didaktiko-pedagogiko inferitzeko aukera izan dugu. Aipatu printzipio didaktiko-pedagogikoek oin hartzen dute ezagutzaren eta ikaskuntzaren ikuspegi eraikitzailean eta haurraren ongizatea zaintzera bideratuak daude.