Desarrollo de habilidades de escritura en los estudiantes de tercer grado de la I.E. Nacional Loperena

Abstract

Throughout history, multiple studies have been carried out on the reading and writing practices that human beings develop, in these, authors such as Barton, Cassany, Hamilton and Ivanic and Flower and Hayes from a psychocognitive perspective of language conceive them from a sociocultural approach, in which reading and writing are understood as an expression of the multiple social practices that occur in the particular context of the human being. In writing, for example, it is stated that the author does not act limited to his individual capacity, but that there are various elements that arise from social interaction with his community and his experiences, which together provide tools for his creations; consequently, the family, social and cultural environment that surrounds an individual influences the construction of his world view and expression of his ideas. In this sense, it is imperative to guide the teaching and learning processes in the classroom so that the student can develop skills that are useful to function in society and mainly to exercise their citizenship. It is worth mentioning that in the first levels of primary school, one of the fundamental purposes is to improve writing processes compared to the formal, in other words, although it is intended to develop skills from the sociocultural perspective, in the initial phase the cognitive approach prevails over the which the present work is proposed.