La apropiación del sentido de la escritura desde el preescolar, producción genuina de sentidos y lengua escrita.

Abstract

This investigation evidenced that writing in preschool specially in transition grade is not conceived like that, but what this process is related with the acquisition of the alphabetic code, with traditional practices of codification and also with a fine motor training. In this context the experiences of written language were favoured through the pedagogy by projects, where the structural forms of the children prior to the acquisition of the alphabetic code, accommodating the sense construction, the personal expression and the written production of complete texts indifferent communicative contexts. The methodology employed was oriented from a qualitative focus with the design of systematization of experiences under the model of “the systematization as recuperation of knowledge of the lived experience” of which it was obtained a reflexive contribution in front of the construction of the written language in preschool.