O  processo de planejamento prévio na escrita colaborativa de textos no ensino fundamental

Mónica Aznárez-Mauleón; Maite López-Flamarique

Autores/as

Mónica Aznárez-Mauleón Universidad Pública de Navarra https://orcid.org/0000-0002-9363-8446
Maite López-Flamarique Universidad Pública de Navarra https://orcid.org/0000-0002-1980-6368

Palabras clave:

planificación, escritura colaborativa, episodios, borradores, educación primaria

Resumen

Este trabajo, de carácter descriptivo y cualitativo, investiga las operaciones o subprocesos de planificación textual que lleva a cabo el alumnado de primaria así como las técnicas que emplea en la elaboración de borradores. La investigación se basa en los modelos cognitivos de la escritura y en los principios de la teoría sociocultural del aprendizaje. Para llevar a cabo el estudio, se analizan los episodios encontrados en las interacciones orales de 11 parejas de 5º de primaria de un centro de la región de Navarra (España) y los borradores que estas elaboran en el contexto de una tarea de escritura conjunta de textos expositivo-argumentativos. Los resultados muestran que, en general, el alumnado atiende principalmente al subproceso de generación de ideas, y, en menor medida, a aspectos metalingüísticos, estéticos y de gestión de la tarea. Respecto a las técnicas, se observa que solo seis parejas las utilizan y que presentan diferente nivel de complejidad. Estos resultados, junto a la gran variabilidad encontrada, evidencian la necesidad de trabajar este proceso de manera específica y sistemática en esta etapa.

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