Las prácticas de escritura en cuatro estudiantes de ciclo IV. Un estudio de caso

Abstract

Literacy has been a new word adopted from English that refers to reading and writing practices in which students are involved when they are in different contexts. Schools are called to rethink paradigms and models built around literacy to include those practices beyond the boundaries of the classroom, that challenge the students to demonstrate their critical literacy. This research work inquired about some vernacular writing practices developed in 4 students of ninth grade from a school located at northwest of Bogota. The research was set up into the qualities of the interpretivist paradigm, the qualitative approach and the study case of descriptive and instrumental type design that allowed to show a group of similarities and oddness that enable the comprehension of the writing phenomenon. The results show the students perceptions about writing, the chances that offer those daily literacy practices and finally, the need to include them into curricula building and everyday classes development due to they are actions that help to raise critical individuals when using reading and writing.