El taller de escritura como propuesta para la producción de ensayos en ciclo V

Abstract

Textual production of essays in secondary education in Colombia reveals difficulties, mainly because writing has traditionally been considered a product without any guidance. As a consequence, the interaction is minimum between the student and the teacher- reader qualifier. This situation is not the most appropriate to instruct essay writers, which requires higher technical education or university level. In this research, the teacher-researcher analyses public and institutional documents and explores teacher and student conceptions regarding textual production shows a low level of performance in writing essays. Therefore, it is relevant to develop an intervention considering alternative proposals that pay more attention to the writing process and the social relations that intervene in this process. The investigative methodology seeks to provide a solution from the socio-critical paradigm with a qualitative approach and an action research design that aims to establish a route of analysis of the context reality and make a transformative proposal. The pedagogical modality is the essay writing workshop as an intervention writing strategy that assumes the theoretical-practical perspectives as a social and interactive process. This writing workshop strategy fosters the teacher-research and planning of these workshops following the institutional approach entitled "Teaching for Understanding" to have this reference in the academic institution and make the appropriate recommendations and adjustments in the institutional documents.