El andamiaje del maestro en el proceso de adquisición de la escritura en niños de transición.

Abstract

Research conducted within the framework of Masters degree in native language education, from an interpretive paradigm, qualitative approach and Research-Action design. Under a sociocultural perspective, this document analyzes and reflects on the teaching of writing in a public school in Bogotá in kindergarten, where mediation of the teacher is reduced to education without providing individualized assistance to support the process of acquiring the writing as a social practice of communication. To this extent, it is proposed, from the teacher, the construction of a framework that promotes the process in children.