Secuencia didáctica para la enseñanza y aprendizaje de la escritura inicial en nivel transición
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Archivos
Fecha
2022
Autores
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La investigación presenta una secuencia didáctica para la enseñanza y aprendizaje de la
escritura inicial en Nivel Transición de Educación Parvularia en Chile, la cual se crea y
analiza a partir de los fundamentos teóricos y aportes más relevantes de los enfoques
didácticos Psicogenético y Didactext para la producción de textos escritos. Esta propuesta es
una herramienta pedagógica que se focaliza en el desarrollo de habilidades cognitivas y
sociales necesarias para la escritura en educación inicial que sienten las bases para la
posterior composición de textos en niveles superiores de escolaridad y académicos. La
investigación de enfoque cualitativo se basa en un proceso descriptivo e interpretativo que se
centra en entender significados del fenómeno en estudio desde sus perspectivas y acciones.
Su alcance es el diseño de una secuencia didáctica para la enseñanza y aprendizaje de la
escritura emergente en Nivel Transición de Educación Parvularia que se sugiere implementar
a futuro en las aulas de nuestro país. Sus destinatarios son los docentes que harán uso de la
secuencia y sus beneficiarios, niños(as) del nivel de educación señalado. Contribuye con una
herramienta pedagógica dinámica, explícita y sistemática, con actividades que favorecen el
traspaso de la lengua oral a la lengua escrita, cuyo inicio está en la elección de un género
discursivo y tipo de texto a producir para luego continuar con en el planteamiento de variados
propósitos, actividades, recursos multimodales, tiempos de duración y técnicas de evaluación
que propicien la comprensión y significación de los aprendizajes organizados en fases
recursivas y sesiones.
The research presents a didactic sequence for the teaching and learning of initial writing at the Transition Level of Early Childhood Education in Chile, which is created and analyzed from the theoretical foundations and most relevant contributions of the Psychogenetic and Didactext didactic approaches to produce written texts. This proposal is a pedagogical tool that focuses on the development of cognitive and social skills necessary for writing in initial education that lay the foundations for the subsequent composition of texts at higher levels of schooling and academics. Research with a qualitative approach is based on a descriptive and interpretive process that focuses on understanding the meanings of the phenomenon under study from their perspectives and actions. Its scope is the design of a didactic sequence for the teaching and learning of emerging writing in the Transition Level of Early Childhood Education that is suggested to be implemented in the future in the classrooms of our country. Its recipients are the teachers who will use the sequence and its beneficiaries, children of the indicated level of education. It contributes with a dynamic, explicit and systematic pedagogical tool, with activities that favor the transfer from the oral language to the written language, whose beginning is in the choice of a discursive genre and type of text to produce and then continue with the approach of varied purposes, activities, multimodal resources, duration times and evaluation techniques that promote understanding and significance of learning organized in recursive phases and sessions
The research presents a didactic sequence for the teaching and learning of initial writing at the Transition Level of Early Childhood Education in Chile, which is created and analyzed from the theoretical foundations and most relevant contributions of the Psychogenetic and Didactext didactic approaches to produce written texts. This proposal is a pedagogical tool that focuses on the development of cognitive and social skills necessary for writing in initial education that lay the foundations for the subsequent composition of texts at higher levels of schooling and academics. Research with a qualitative approach is based on a descriptive and interpretive process that focuses on understanding the meanings of the phenomenon under study from their perspectives and actions. Its scope is the design of a didactic sequence for the teaching and learning of emerging writing in the Transition Level of Early Childhood Education that is suggested to be implemented in the future in the classrooms of our country. Its recipients are the teachers who will use the sequence and its beneficiaries, children of the indicated level of education. It contributes with a dynamic, explicit and systematic pedagogical tool, with activities that favor the transfer from the oral language to the written language, whose beginning is in the choice of a discursive genre and type of text to produce and then continue with the approach of varied purposes, activities, multimodal resources, duration times and evaluation techniques that promote understanding and significance of learning organized in recursive phases and sessions
Notas
Proyecto de intervención educativa (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Escritura, Enseñanza Preescolar