La foto-grafía como pretexto para la enseñanza de la escritura en el ciclo inicial

Abstract

The current research entitled "Photo-graphy as a pretext for teaching writing in the initial cycle", emerges from the interest in addressing the ways of teaching and learning writing through the incorporation of photography in the preschool classroom from a sociocultural approach. This made it possible to explore the visual and linguistic semiotic systems and the construction of memory. The intervention proposal was based on the classroom project. The findings show that the educational practices of writing were mobilized in a dynamic way mediated by ICTs in terms of the appropriation of technologies to explore other ways of representing. In conclusion, as society's habits and ways of interacting change, the pedagogy of teaching writing must evolve and include the technological advances that are at its service to bring the child closer to the acquisition of various formats of representation.