Prácticas de lectura y escritura: estrategias de intervención didáctica

María Belén Fernandez Massara; María Teresa Sanséau; María Cecilia Zampatti; Sandra Alberdi

doi:10.5354/2735-7279.2020.53863

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Reading and Writing Practices: Didactic Intervention Strategies

Authors

María Belén Fernandez Massara ISFD Nº 22; , UNICEN https://orcid.org/0000-0002-9389-0377
María Teresa Sanséau ISFD Nº 22; UNICEN
María Cecilia Zampatti ISFD Nº 22
Sandra Alberdi ISFD Nº 22

Vol. 17 No. 1 (2020): Primer Semestre

https://doi.org/10.5354/2735-7279.2020.53863

Abstract

This article presents some conclusions of the project Practices of reading and writing in the 2nd. Primary Education Cycle, within the framework of Pedagogical Research Projects “Know to influence pedagogical practices” (National Institute of Teacher Training, Ministry of Education). The general objective is to analyze the practices and representations related to reading comprehension and textual production in the 2nd. Cycle of the Primary Education and in the Space of the Practice of the Teacher Training in the area Practices of the Language. We selected the Primary Schools N° 8 and N° 59 of the district of Olavarría (Buenos Aires, Argentina), in the period 2016-2017. The work results from a fundamentally qualitative methodological design, of an exploratory type, having as its object the generation of theory (Grounded Theory). We verify, first, the recurrent mismatches between the representations and what is concretely done in the classroom. Second, teachers in practice and resident teachers show different proposals and teaching strategies on reading and writing. Finally, we conclude that literature has a clear predominance as a didactic intervention field, affecting language training in its social functioning and its uses.

Keywords:

Reading, Writing, Didactic intervention, Pedagogical innovation, Teaching representations

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How to Cite

Fernandez Massara, M. B., Sanséau, M. T., Zampatti, M. C., & Alberdi, S. (2020). Reading and Writing Practices: Didactic Intervention Strategies. Revista Enfoques Educacionales, 17(1), pp. 73–90. https://doi.org/10.5354/2735-7279.2020.53863