El género epistolar : una expresión de la escritura auténtica en el aula

Abstract

This work arises from the ethnographic context reading carried out in two public schools of Bogotá where it was identified that the approach of writing in the first grade was characterized by teaching writing from the synthetic method that being inductive type affects written production in children, does not satisfy their interests, their overall perception is neglected, among others. To do so, within the framework of qualitative research action, three teaching sequences sought to encourage authentic writing through the epistolary gender were designed. As a result, the epistolary gender was set in the middle, on the one hand, favored the authentic writing, since all the writings emerged from the everyday life of students and on the other, allowed the experience of the pragmatic function, as they understood the communicative function of writing and their scopes thanks to the use of mailboxes. Likewise, children were recognized as producers’ text, due to security and autonomy acquired writing; the latter, resulting as an emerging category demonstrating skills developed.