Vol. 3 No. 2 (2017): Enero-diciembre
E) Procesos de formación y actores de la educación

The teaching of written culture: conceptions from the teaching practice. An experience of the Diploma Creative readers and written culture of the Universidad Pedagógica Nacional Unidad Unit 097 Sur-CDMX

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  • Ana Magdalena Solís Calvo,
  • Juan Manuel Sánchez,
  • Julio César Lira González
Ana Magdalena Solís Calvo
Universidad Pedagógica Nacional, Unidad 097 Sur, Ciudad de México
Juan Manuel Sánchez
Universidad Pedagógica Nacional, Unidad 097 Sur, Ciudad de México
Julio César Lira González
Universidad Pedagógica Nacional, Unidad 097 Sur, Ciudad de México
DOI: https://doi.org/10.33010/recie.v3i2.2063

Published 2017-01-02

Keywords

  • Written culture,
  • teacher training,
  • social practices
  • Cultura escrita,
  • formación docente,
  • prácticas sociales

How to Cite

Solís Calvo, A. M., Sánchez, J. M., & Lira González, J. C. (2017). The teaching of written culture: conceptions from the teaching practice. An experience of the Diploma Creative readers and written culture of the Universidad Pedagógica Nacional Unidad Unit 097 Sur-CDMX. RECIE. Revista Electrónica Científica De Investigación Educativa, 3(2), 1201-1209. https://doi.org/10.33010/recie.v3i2.2063

Copyright (c) 2017

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Abstract

The current plans and programs of basic education in our country regarding the teaching of Spanish, arise from the focus of social practices and privilege the written culture as a means for the concretion of knowledge for life according to the first of these competencies. This document will analyze the conceptions that teachers of basic education have regarding the premises and the practices carried out in their classrooms, through the Diploma Creative readers and written culture that 36 teachers attended in Unit 097. The level of analysis reported in this document makes it possible to characterize the existence of institutional conceptions that refer to programs established by the Ministry of Public Education that adhere to views of what it means to read and write at school. Said views differ from what is established in the same plans and basic education programs. We have classified other conceptions of formation, in them, we find assumptions of teachers about what is important for their students to learn about and how they learned to read and write where the cognitive approach and the orthographic and grammatical rules are essential. Finally, the conceptions that we have called expositions allow us to recognize that from the closeness and experience that the teachers have with didactics. focused on social practices and written culture they resignify the communicative practical concept and experiment with texts, their students and communication.

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