Estrategias metacognitivas en la escritura de folletos turísticos con estudiantes de séptimo de básica

Abstract

The present investigative work describes a classroom experience carried out around the writing of tourist brochures. The starting point was the difficulties presented by a group of seventh graders in the production of good writing. This happened since, the execution of their writing processes were not conscious and reflective; namely, it was not done through the management of metacognitive strategies. Hence, in order to understand the students' report of strategies, a qualitative research study was proposed based on an action-research. Also, the Didactic Sequence (SD) was considered as the intervention strategy. This research study followed the aforementioned methodological scheme, in order to identify the specific problem of the research. Also, a survey was applied and the students' writings were analyzed as diagnosis. Moreover, a DS was implemented focused on the management of metacognitive strategies, whose genre selected for the application was the tourist brochure. Finally, as part of the evaluation of the incidence of metacognitive strategies in written production, a survey was applied and the brochures prepared by the students at the end of the implementation were analyzed. The results showed that the application of metacognitive strategies, through DS, strengthened the written composition of the students; and, therefore, the production of better-quality discursive genres (tourist brochures). Through them, the students were able to write in a conscious, reflective, gradual and selfregulated manner.