The role of the family in the literacy process

Abstract

This research analyzes the role of the family as a transformative agent in the literacy process of young people and adults in low-income contexts in the Pujilí canton of Ecuador. Based on Vygotsky's sociocultural theory and the concept of the home as the first "literate space," the study examines how everyday interactions influence learning beyond the classroom. Using a mixed-methods approach and a descriptive-explanatory design, interviews, focus groups, and surveys were administered to a non-probability sample of 29 families and 30 adult learners. The findings reveal that, while structural barriers such as poverty and grueling work schedules limit traditional school participation, families provide crucial support through functional practices and oral tradition. Quantitatively, a strong positive correlation was demonstrated between family emotional support and retention in educational programs, with affection acting as a protective factor against dropout and enhancing self-efficacy. It is concluded that school-family collaboration is essential, but requires reaffirming existing home literacy practices rather than imposing school models. Finally, culturally relevant strategies, such as mobile.