El microcuento como estrategia para la enseñanza de la composición de textos con dominancia argumentativa

Abstract

This research proposal seeks to strengthen the composition of texts with argumentative dominance of students of cycle IV, from the formal and functional manipulation of some micro stories. Written production is assumed from the paradigms socio-critical and psycholinguistic. Methodologically, it is signed on the research of qualitative approach and the interpretative paradigm and action research, since it enables the creation and construction of knowledge, as well as new and better educational practices. It proposes an educational intervention model based on workshops for reading and critical-reflective understanding of Latin American micro tales that try to the most diverse themes ranging from pure fiction, the inclusion of other discourses (political, social, etc.) to the use of intertextuality, for the exposition of hypotheses of consciousness and on the other hand, production of significant writing, which may lead to transform through the use of cognitive and metacognitive strategies, the weaknesses in reading comprehension and written production of the students.