Leer bien para argumentar, pedagogía para las competencias comunicativas escritas

Abstract

Reading and writing in the classroom have undergone significant changes. Teachers have diversified their strategies, trying to promote a pedagogy of literacy, which arouses in students, doubt, opinion and criticism through good argumentative discourse. Read well to argue: pedagogy for written communication skills, is the problematic that this research has and that its approaches based on the relationship between the strategies used by teachers in the classroom during reading and the possibility of exercising the ability to argue through a written text. To do this, addresses the theme around reading within the global, national, departmental and local; and the concepts of reading, writing and argumentation are developed within the context school and the relationship with the strategies used by teachers.