La escritura como proceso en la construcción del texto explicativo en grado quinto

Abstract

The fundamental purpose of the present investigation is to re-signify the role of writing in the school context, as well as the strengthening of the explanatory text specifically in primary school. Everything arises from the recognition of writing practices as a recording technique, that is, the mechanical exercise of transcribing concepts, as well as the ignorance and disuse of the explanatory text as a constructor of knowledge that is made possible by conceptual appropriation and which in turn promotes the development of communication skills. From this perspective, the theoretical foundation that contributes to the restructuring of knowledge and actions around writing as a process and the construction of explanatory texts is given, which allowed inscribing writing from the socio-cognitive perspective, from where the presence of an interlocutor and real purpose, as well as the existence of cognitive phases around writing as a social practice, made sense when the classroom project was established as a didactic strategy that enabled the entire writing and cognitive process around real and significant situations for the students.