La autobiografía como medio para motivar la escritura en contextos educacionales
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Fecha
2014
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La escritura en el contexto educacional se ha transformado en un problema tanto para los
estudiantes como para los docentes, debido a que es una habilidad compleja que involucra el
manejo, la revisión y corrección de múltiples habilidades. Es una tarea difícil, pero necesaria,
que por sí misma muchas veces no motiva a los estudiantes. Es por eso, necesario proponer
proyectos de escritura acordes a los intereses y temas con que ellos estén familiarizados.
Considerando lo anterior, el principal objetivo de esta investigación tiene relación con analizar
cómo la autobiografía funciona como una herramienta discursiva que promueve la motivación
por escribir en procesos formales de educación. ¿Por qué dicho estilo discursivo es un
estímulo para escribir? Porque la teoría señala que un escritor autoeficaz se siente más
motivado cuando conoce a cabalidad el tema sobre el cual se expresa, y en este sentido,
verbalizar su vida, implica aquel conocimiento absoluto. Además el escritor de esta tipología
sentirá que su propio discurso y visión de mundo, son escuchados, lo que permitirá que se
sienta protagonista del proceso de enseñanza - aprendizaje. Finalmente, la redacción de una
autobiografía genera la identificación del sujeto· con la construcción simbólica de la que es eje
central en la sociedad y cultura en que se desenvuelve.
Para alcanzar el objetivo, se trabajó con 17 estudiantes del 4 ° año medio del programa
Diferenciado Humanista, del colegio particular subvencionado Domingo Ortiz de Rozas, de la
comuna de La Ligua, a quienes se les realizó un cuestionario para diagnosticar qué entendían
por escribir, e indagar en los factores que inhiben o potencian la motivación para desarrollar la
actividad; considerando dichos resultados, se diseñó y aplicó una Unidad didáctica de escritura
autobiográfica; por último, tras el proceso y para analizar el impacto de la unidad en términos
motivacionales, se solicitó a los estudiantes escribir una bitácora, donde detallaron aspectos
del proceso, y tras lo cual participaron en un focus group, para socializar su experiencia en el
trabajo realizado.
Después de la aplicación de estos instrumentos, se identificaron los principales factores
motivadores e inhibidores de la escritura, y se visualizó que efectivamente existe una
correlación entre el relato autobiográfico y la motivación que genera este en escribir.
Writing in the educational context has become a problem for both students and teachers, because it is a complex skill that involves management, revision and correction of multiple skills. It is a difficult but necessary task, which itself often <loes not motivate students. It is therefore necessary to propose writing projects according to their interests and issues that seem to be familiar. As we mentioned above, the main objective of this research is related to analyzing how the autobiography serves as a discursive tool that promotes the motivation to write in formal education processes. Why this kind of discursive style is an encouragement to write? Because the theory establishes that an effective writer feels more motivated when he handles the topic of which he is talking about, and in this sense, verbalize his life, implies that absolute knowledge. Also the writer of this typology feels how his own speech and vision of the world are heard, which allows him to feel important in the teaching and learning process. Finally, writing an autobiography generates the subject's identification with the symbolic construction of which is central axis in society and culture. To achieve the objective, we worked with 17 students from 4th grade (senior year) of a Humanist Learning Program of subsidized school called Domingo Ortiz de Rozas, in the district of La Ligua, fifth region. The students developed a questionnaire to diagnose what they meant by writing, and to investigate the factors that inhibit or enhance the motivation for the activity; considering these results, we designed and implemented a teaching unit about autobiographical writing. Finally, after the process and after analyzing the impact of this unity in motivational terms, students were asked to write a journal where they could detail aspects of the process, and finally they participated in focus groups to socialize their work experience. After the application of these instruments, the main motivators and inhibitors of writing were identified and it could be visualized that there is indeed a relation between autobiography and the motivation that this generates.
Writing in the educational context has become a problem for both students and teachers, because it is a complex skill that involves management, revision and correction of multiple skills. It is a difficult but necessary task, which itself often <loes not motivate students. It is therefore necessary to propose writing projects according to their interests and issues that seem to be familiar. As we mentioned above, the main objective of this research is related to analyzing how the autobiography serves as a discursive tool that promotes the motivation to write in formal education processes. Why this kind of discursive style is an encouragement to write? Because the theory establishes that an effective writer feels more motivated when he handles the topic of which he is talking about, and in this sense, verbalize his life, implies that absolute knowledge. Also the writer of this typology feels how his own speech and vision of the world are heard, which allows him to feel important in the teaching and learning process. Finally, writing an autobiography generates the subject's identification with the symbolic construction of which is central axis in society and culture. To achieve the objective, we worked with 17 students from 4th grade (senior year) of a Humanist Learning Program of subsidized school called Domingo Ortiz de Rozas, in the district of La Ligua, fifth region. The students developed a questionnaire to diagnose what they meant by writing, and to investigate the factors that inhibit or enhance the motivation for the activity; considering these results, we designed and implemented a teaching unit about autobiographical writing. Finally, after the process and after analyzing the impact of this unity in motivational terms, students were asked to write a journal where they could detail aspects of the process, and finally they participated in focus groups to socialize their work experience. After the application of these instruments, the main motivators and inhibitors of writing were identified and it could be visualized that there is indeed a relation between autobiography and the motivation that this generates.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
El arte de escribir, Motivación en la Educación, Chile, Proyectos de Desarrollo de habilidades educativas