Estrategia didáctica para el fortalecimiento de las prácticas de enseñanza de la escritura en grado 7º de la Institución Educativa Escuela Normal Superior de Montería

Abstract

Our research based on didactic pretends to strengthen the teaching of writing practice in 7th graders at ENS de Monteria High School, through didactic sequences to teach writing as a process. This way, research teachers and others participant teachers, immersed on our context, we do reflect on the way of enhancing the teaching of writing as a process by means of cyclical steps of planning, writing and re-writing. Based on what is stated, this is a qualitative study, with socio-critical epistemological perspective, the type is action-research and the method is self-reflexive spiral. The current research has applied to collect data techniques as: participant observation, semi-structured interview, and the discussion groups; with their respective instruments: journals, recordings, pictures that were analyzed through the technological tool for analyzing Atlas Ti qualitative data, with respect to the problem and theoretical categories. This study is based on the theoretical conception of the writing skill as a process and the didactic of writing, making emphasis on the steps and the strategies applied en the written text.