El modelo metasociocognitivo. Una alternativa para situar la escritura en contexto

Abstract

This research work presents the results of the project: “The metasociocognitive model. An alternative to situate writing in context”, which is based upon a sociocultural perspective and the metasociocognitive writing composition model, itself assembled with the notion of situated cognition. The investigation issue is proposed in its relation to decontextualized writing practices and the disencouragement of cognitive, metacognitive, and sociocultural processes when teacing written language in second grade. This investigation’s method is based on the interpretative paradigm, with a qualitative focus. Hence, the Investigation-Action design is employed, and the classroom project is chosen as didactic intervention proposal. This was done in a learning context that promotes situated writing practices through metasociocognitive processes which mediate written composition. This investigation elucidated the importance of contextualization in the learning of writing as a fundamental element when promoting cognitive, metacognitive, and sociocultural processes. Said processes spark the development of situated, conscious, and self-regulated writing composition processes, which entail the qualification of written texts produced by the children.