El mejoramiento cualitativo de la escritura a partir de la metacognición
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Universidad Distrital Francisco José de Caldas
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El presente artículo muestra el proceso llevado a cabo en el mejoramiento cualitativo de la escritura a partir de la metacognición, desde la pedagogía de proyectos, enfoque pedagógico que posibilita el trabajo en el aula teniendo en cuenta los intereses de los estudiantes y que además favorece la interacción y el trabajo en equipo. El lenguaje escrito se promueve a partir de situaciones reales de la vida cotidiana mediante la realización de un “proyecto de aula” donde cada actividad realizada tiene relevancia y significado. Se requiere de los escritores la utilización y el manejo de determinadas capacidades cognitivas y metacognitivas para apropiarse de las características de cada uno de los textos que se han escrito. Gracias a este ejercicio, los estudiantes lograron diferenciar los textos narrativos, expositivos, argumentativos y sus respectivas características porque se leyeron, analizaron y escribieron modelos de los mismos.
This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students’ interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students’ everyday life through the “classroom project” where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.
This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students’ interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students’ everyday life through the “classroom project” where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increased significantly due to a reflective process about the importance of gradually improving drafts by taking into account guidance from the teacher and contributions of the students. Through this exercise, students identified the narrative, expository, argumentative texts and their characteristics through knowledge gained by reading, analyzing and writing texts within those categories.
Palabras clave
Cognition, metacognition, writing process, reflection, pedagogical approach, team work, Cognición, metacognición, proceso de escritura, reflexión, pedagogía de proyectos, trabajo en equipo