What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation

This article intends to deepen the perception of reading and writing and its teaching by the students, parents and the teacher of the campus Manuela Beltrán of the Pío XII School, in the municipality of Guatavita, in relation to its social context. Although this pedagogical process is perceived diff...

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Detalles Bibliográficos
Autor Principal: Jiménez Herrera, Ana María
Formato: Artículo (Article)
Lenguaje:Español (Spanish)
Publicado: Universidad Santo Tomás, Bogotá, Colombia 2018
Materias:
id ir-11634-12110
recordtype dspace
institution Universidad Santo Tomas
collection DSpace
language Español (Spanish)
topic literacy
imagination
classroom practices
educational perception
anthropology of literacy
lectura y escritura
imaginación
prácticas de aula
percepciones educativas
antropología de la lectura y la escritura.
Antropología
Humanidades
Lectura y Escritura
lecture et écriture
imagination
pratiques en la salle de classe
perceptions scolaires
anthropologie de la lecture et de l’écriture
spellingShingle literacy
imagination
classroom practices
educational perception
anthropology of literacy
lectura y escritura
imaginación
prácticas de aula
percepciones educativas
antropología de la lectura y la escritura.
Antropología
Humanidades
Lectura y Escritura
lecture et écriture
imagination
pratiques en la salle de classe
perceptions scolaires
anthropologie de la lecture et de l’écriture
Jiménez Herrera, Ana María
What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
description This article intends to deepen the perception of reading and writing and its teaching by the students, parents and the teacher of the campus Manuela Beltrán of the Pío XII School, in the municipality of Guatavita, in relation to its social context. Although this pedagogical process is perceived differently among parents, students and teacher, each of them attributes to the ability to create and imagine a fundamental role in children’s learning. Knowing how to read and write makes sense because it helps them use imagination, and is likewise useful in their life project. It is a case study that resulted mainly from two focus groups (with students and parents) and an interview with the teacher, who spoke from their role within the school and from the experiences lived during the time there. In addition, attendance during the week of socialization of the end-of-year works of November 2016 was taken into account. This school is recognized in the region for the use of educational practices different from those found in other schools and colleges of the municipality and for this reason is an important benchmark in education among the inhabitants of the town. The last two grades are in charge of Professor Nelly Fetiva, who has mainstreamed reading and writing for teaching all areas of knowledge that the teacher has as support to obtain elements to strengthen their pedagogical strategies that have facilitated her teaching. In this way, the article seeks to analyze and understand the perceptions identified in the case study in the light of national and international policies related to reading and writing, finding relationships between global perspectives and local perceptions of the municipality of Guatavita.
format Artículo (Article)
author Jiménez Herrera, Ana María
author_facet Jiménez Herrera, Ana María
author_sort Jiménez Herrera, Ana María
title What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
title_short What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
title_full What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
title_fullStr What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
title_full_unstemmed What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation
title_sort what is the use of reading and writing? transversalizing reading and writing in school to bet on imagination and creation
publisher Universidad Santo Tomás, Bogotá, Colombia
publishDate 2018
_version_ 1712105727098617856
spelling ir-11634-121102020-03-09T13:29:39Z What is the use of reading and writing? Transversalizing reading and writing in school to bet on imagination and creation ¿De qué sirve leer y escribir? Transversalizar la lectura y escritura en la escuela para apostarle a la imaginación y a la creación Lire et écrire pour quoi faire? Pour une lecture et une écriture transversales en faveur de 5 l’imagination et de la création à l’école Jiménez Herrera, Ana María literacy imagination classroom practices educational perception anthropology of literacy lectura y escritura imaginación prácticas de aula percepciones educativas antropología de la lectura y la escritura. Antropología Humanidades Lectura y Escritura lecture et écriture imagination pratiques en la salle de classe perceptions scolaires anthropologie de la lecture et de l’écriture This article intends to deepen the perception of reading and writing and its teaching by the students, parents and the teacher of the campus Manuela Beltrán of the Pío XII School, in the municipality of Guatavita, in relation to its social context. Although this pedagogical process is perceived differently among parents, students and teacher, each of them attributes to the ability to create and imagine a fundamental role in children’s learning. Knowing how to read and write makes sense because it helps them use imagination, and is likewise useful in their life project. It is a case study that resulted mainly from two focus groups (with students and parents) and an interview with the teacher, who spoke from their role within the school and from the experiences lived during the time there. In addition, attendance during the week of socialization of the end-of-year works of November 2016 was taken into account. This school is recognized in the region for the use of educational practices different from those found in other schools and colleges of the municipality and for this reason is an important benchmark in education among the inhabitants of the town. The last two grades are in charge of Professor Nelly Fetiva, who has mainstreamed reading and writing for teaching all areas of knowledge that the teacher has as support to obtain elements to strengthen their pedagogical strategies that have facilitated her teaching. In this way, the article seeks to analyze and understand the perceptions identified in the case study in the light of national and international policies related to reading and writing, finding relationships between global perspectives and local perceptions of the municipality of Guatavita. Este artículo propone ahondar en la percepción manifiesta de la lectura y la escritura y su enseñanza por parte de los estudiantes, los padres de familia y la profesora de la Sede Manuela Beltrán del Colegio Pío XII en el municipio de Guatavita, en relación a su contexto social. Aunque este proceso pedagógico es percibido de diferentes maneras entre los actores, cada uno de ellos identifica en la capacidad de “crear” e “imaginar” un papel fundamental en el aprendizaje de los niños. Saber leer y escribir cobra sentido porque les sirve para usar la imaginación, ligándolo así mismo a lo que les será útil en su proyecto de vida. Es un estudio de caso producto en gran medida de dos grupos focales con los estudiantes y los padres de familia y una entrevista a la profesora, quienes hablaron desde su rol dentro de la escuela y desde las experiencias vividas durante el tiempo que llevan allí. Además, se tuvo en cuenta la asistencia a la semana de socialización de los trabajos de final de año durante noviembre de 2016.Los últimos dos grados de esta escuela están a cargo de la profesora Nelly Fetiva, quien ha transversalizando la lectura y la escritura para la enseñanza de todas las áreas de conocimiento, percibiéndolo como una posibilidad de obtener elementos que fortalecen sus estrategias pedagógica que le han facilitado la enseñanza. Por último, en el transcurso del artículo se busca mostrar las percepciones identificadas en el estudio de caso a la luz de las políticas nacionales e internacionales relacionadas con la lectura y la escritura, encontrando relaciones entre las perspectivas globales y las percepciones locales del municipio de Guatavita. Cet article se propose d’analyser la perception de la lecture, de l’écriture et de son enseignement au lycée Pío XII, à Guatavita, en prenant compte de son contexte social. Quand bien même le processus pédagogique en question est perçu différemment par les acteurs qui y participent, ils attribuent tous, sans conteste, une importance majeure à la création et à l’imagination. En ce sens, lire et écrire est important en tant que sert les enfants à utiliser leur imagination, ce qui sera important à son tour pour leur projet de vie. Il s’agit là, en outre, de présenter les résultats d’une étude de cas et d’analyser un entretien avec une des enseignantes de l’établissement.L’enseignante Nelly Fetiva, qui s’occupe des deux dernières années, a essayé d’introduire la lecture à toutes les matières dans le but d’améliorer le processus pédagogique. Nous essayons de montrer, en somme, quelles sont les perceptions de tous les acteurs à la lumière des politiques nationales et internationales concernant la lecture et l’écriture. 2018-04-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://revistas.usantotomas.edu.co/index.php/analisis/article/view/3708 10.15332/s0120-8454.2018.0092.03 spa https://revistas.usantotomas.edu.co/index.php/analisis/article/view/3708/pdf https://revistas.usantotomas.edu.co/index.php/analisis/article/view/3708/html Derechos de autor 2018 Universidad Santo Tomás application/pdf text/html Universidad Santo Tomás, Bogotá, Colombia Analisis; Vol. 50 No. 92 (En-Ju) (2018): Prácticas de lectura y escritura: antropología e historia de la lectura; 55-72 Análisis; Vol. 50 Núm. 92 (En-Ju) (2018): Prácticas de lectura y escritura: antropología e historia de la lectura; 55-72 2145-9169 0120-8454
score 12,131701