Representaciones sobre la escritura en estudiantes de educación media a través de secuencias narrativas como práctica vernácula

Abstract

Currently, representations of writing are an important field for language researchers; therefore, narrative sequences in the context of vernacular literary practices are a powerful source for their study. In this sense, it is intended to understand in depth the representations that they underlie, the characteristics, functions, and meanings that they have for a group of students through a case study. To do this, a referential framework is established that allows the writing categories to be put into dialogue from the literacy approach in which the vernacular literacy practices are located, narrative sequence and representation. It is evidenced that representations about writing indicate that these practices, despite being vernacular, have a direct influence on the academic sphere; that these sequences are relevant to account for the daily life of learners; and that their functions are associated with the communicative, expressive, creative, and self-referential character. In conclusion, this scenario becomes a starting point and reflection for the role played by the teacher and school, because it is vital to recognize and make visible what students do from the contextualized use of language.