El Proyecto de aula como escenario para la cualificación de la escritura

Abstract

This research work arises from the ethnographic reading done in a district institution in a particular context in which a problem related to writing summaries, students Cycle III are identified. The research was conducted with a qualitative approach through action research method, which intervened in preparing a proposal allowing contribute to the qualification of writing summaries on Cycle III students . The results showed that the pedagogy of projects benefit the teaching and learning, by implementing classroom projects, in which students participate, contribute ideas, that makes easier teaching, learning horizontal skills, that contribute to the democratization of education, additionally it promotes cooperative work and allows students to learn at their own pace helped by their peers and teachers as accompanist.The results showed that the pedagogy of projects benefits the teaching and learning, by implementing classroom projects, students begin developing investigative skills and develop metacognition consciously, which allows develop writing as a necessary process to build knowledge also allows us to understand that writing is transversal in any process of teaching and learning.