Acercamiento de los estudiantes de grado quinto a la escritura argumentativa desde una perspectiva sociocultural

Abstract

This document presents the journey that was carried out in the project that arises from the observation of school dynamics about the written language teaching practices, which demonstrates the need to address the teaching of writing from a sociocultural perspective and identify school conflicts as an opportunity to strengthen students' argumentative competencies. In this way, it is proposed as a research purpose to strengthen the processes of argumentation and written production in fifth-grade students from a socio-cultural perspective, targeting the pedagogical intervention efforts towards the construction of opinion columns that address topics of interest and the context of the students. The research project allowed the reflection above pedagogical practices and the need to move towards a socio-cultural perspective of writing education. Thus, the intervention achieves improvements concerning to the construction of an idea about writing as a process and the use of arguments in common life situations and discussions that live both inside and outside the school setting in the students.