El fanzine como herramienta didáctica para la escritura de textos con sentido

Abstract

This paper presents a pedagogical proposal designed following the guidelines of a microcurriculum, specifically a writing workshop based on the creation of a Fanzine. The proposal emerges from the need to address language-related difficulties observed in 6th-grade students at Policarpa Salavarrieta District School (I.E.D.). The research follows four phases: participatory observation, which includes the contextualization of the school's characteristics; the characterization of the student population, where the specific traits of the group are identified; the investigation of prior knowledge, used to gather information for formulating the central research question, focused on the students' writing processes and their needs in this area; and finally, the design of the pedagogical proposal itself, consisting of a fanzine-based writing workshop developed over 10 sessions aimed at providing strategies to help students achieve their writing-related goals. This entire process is framed within the action-research methodology, as it identifies a problem and proposes a solution to address it.