Conociendo el proceso de escritura : sustento teĆ³rico desde la mirada docente
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Archivos
Fecha
2020
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La presente investigaciĆ³n tiene como objetivo conocer los significados que circulan entre los
docentes en relaciĆ³n al proceso y estrategias de escritura en tres colegios chilenos. Para ello
se consideran los relatos docentes desde la metodologĆa de la hermenĆ©utica reflexiva, lo que
permite reflexionar sobre las formas en que la escritura es enseƱada. Se discute la
predominancia de los enfoques gramatical y funcional por sobre los enfoques procesual y de
contenido. Frente a la pregunta, ĀæcuĆ”les son los significados que circulan entre los docentes
respecto del proceso de escritura?, con un enfoque cualitativo vinculado a un paradigma
comprensivo interpretativo, se utiliza una entrevista semiestructurada cuyas preguntas se
enfocan en la visiĆ³n y enseƱanza de la escritura. Para dar cuenta de los objetivos, como
resultado, se pudo concluir que no existe una visiĆ³n hegemĆ³nica en relaciĆ³n con el trabajo
del proceso de escritura, pues se detectaron diferentes visiones sobre cĆ³mo los docentes lo
trabajan. En tƩrminos prƔcticos, las visiones son variadas. No todos los docentes conciben la
escritura como un proceso, e incluso entre quienes sĆ comparten dicha visiĆ³n, existen quienes
evidencian no comprenderlo al no poder explicarlo de forma detallada. AdemƔs, se pretende
que este estudio se considere como un sustento teĆ³rico vĆ”lido a la hora de perfeccionar el
proceso de producciĆ³n de textos.
This article aims to know the meanings that circulate among teachers in relation to the writing process in three Chilean schools. For this, the teaching stories are considered from the methodology of reflective hermeneutics, which allows us to reflect on the ways in which writing is taught. The predominance of the grammatical and functional approaches over the procedural and content approaches is discussed. From this the question arises, what are the meanings that circulate among teachers regarding the writing process? To answer, a semistructured interview was applied whose questions focus on the vision and teaching of writing. Responses were analyzed to reconstruct teaching discourses in relation to the text production process, interpret the meaning that teachers attribute to the students' process and identify the facilitators and obstacles of the text production process. As a result, it was possible to conclude that there is no hegemonic vision in relation to the work of the writing process, since different visions were detected on how teachers work it. In addition, it is intended that this study be considered as a valid theoretical support when it comes to perfecting the text production text process.
This article aims to know the meanings that circulate among teachers in relation to the writing process in three Chilean schools. For this, the teaching stories are considered from the methodology of reflective hermeneutics, which allows us to reflect on the ways in which writing is taught. The predominance of the grammatical and functional approaches over the procedural and content approaches is discussed. From this the question arises, what are the meanings that circulate among teachers regarding the writing process? To answer, a semistructured interview was applied whose questions focus on the vision and teaching of writing. Responses were analyzed to reconstruct teaching discourses in relation to the text production process, interpret the meaning that teachers attribute to the students' process and identify the facilitators and obstacles of the text production process. As a result, it was possible to conclude that there is no hegemonic vision in relation to the work of the writing process, since different visions were detected on how teachers work it. In addition, it is intended that this study be considered as a valid theoretical support when it comes to perfecting the text production text process.
Notas
Tesis (MagĆster en ComprensiĆ³n Lectora y ProducciĆ³n de Textos)
Palabras clave
Escritura, ProducciĆ³n de Textos, EnseƱanza, Investigaciones, Estrategias de Aprendizaje, Profesores de Lenguaje y ComunicaciĆ³n