El proceso de escritura de textos expositivos con estudiantes de grado sexto

Abstract

This work arises from the analysis of the academic practices, where it is evident that the writing is worked out in the classroom like a product and only with narrative texts, forgetting other textual typologies. From this idea, the proposed objective is to increase the writing of expository texts in Sixth grade students, through the use of cognitive and metacognitive strategies. To begin, the ethnographic context, the public policy documents are studied and the background on the subject is reviewed. There, is shown that the writing of expository texts rarely appears like investigation topic. For this reason, a great variety of theoretical references are reviewed and a methodology for guided intervention is established, using a qualitative approach with an Action research design. Based on this, it is necessary to implement a series of tasks that allow the achievement of the stated objectives. In addition, a theoretical-practical reflection and ends with the conclusions emanating from the research process.