Incidencia de la oralidad y la escritura en el afianzamiento de la argumentación en la infancia

Abstract

The present investigation seeks to establish the impact of orality and writing in the consolidation of argumentation during the degrees that make up the so-called levels of preschool and primary elementary education in Colombia. Its approach is the product of the adoption of a perspective originated by theoretical studies that support the existence of an ability to argue in childhood whose strengthening must occur through intentional and systematic educational actions. Complying with the stated purpose demanded the construction of a series of sections. The first dedicated to the characterization of the research problem. The second intended to specify the methodological design. The third party reserved to carry out a bibliographic search to answer the questions: under what pedagogical approach is the teaching of orality and writing in school oriented? What are the characteristics of oral and written expression? What are Didactic approaches to teaching orality and writing? And what is it and what are some features of the argumentation in childhood? From the previous documentation, in the fourth section the questions are answered: what aspects of oral teaching and writing favor argumentation in childhood ?, and which of the two types of oral or writing expression, Does it have a greater impact on strengthening argumentation in childhood? Its resolution is produced as a result of a process that allows us to conclude in the fifth section that: orality and writing are two interdependent discursive activities whose teaching in the classroom must seek from real situations and audits, interaction and spontaneity consolidate orality as a means of access and construction of knowledge, and, that the teaching of written expression from a procedural approach encourages the deployment of beneficial thinking operations for the consolidation of argumentative competence. Together modes of verbal expression are tools for access and knowledge creation and for cognitive structuring, requirements that require the realization of arguments.