Prácticas de enseñanza mediadas por actividades de lectura y escritura: análisis de una secuencia didáctica sobre género policial implementada en 8vo de EGB

Abstract

This study analyzed the reading and writing practices that took place during the implementation of a didactic sequence on the police genre in 8th grade of EGB in the Millennium Educational Unit "Sayausí". The sequence was the product of a didactic co-design carried out by a teacher and the authors of this research. The objective was to characterize the teaching practices of a Language and Literature teacher mediated by reading and writing activities, which promoted in the students the construction of literary knowledge related to the police genre. The methodology of this research was qualitative of interactive and descriptive modality of an instrumental and interventionist case study. Data collection included the transcription of classes and forums, collection of curricular documents, two teacher interviews and two student surveys. Three strategies were used for the analysis of the data collected: categorization, contextualization (Maxwell and Miller, 2012) and direct interpretation (Stake, 1999). This, in order to identify the "contents mobilized by students" (Lerner, 2001), the "teaching actions" that promoted the mobilization of contents (Sensevy, 2007; Sánchez Miguel, 2011) and the perceptions of the teacher and students about their participation in the implementation of the didactic sequence. The results show that the teacher carried out nine teaching actions that promoted reading and writing tasks on the police genre in the students. Likewise, the perceptions showed the change that was generated in the actors involved before and after the implementation of the didactic sequence