Exploraciones basadas en la comunidad y literacidad visual: una conexión clave para mejorar las habilidades escritoras en estudiantes de básica secundaria
DOI:
https://doi.org/10.26817/16925777.1747Palabras clave:
Pedagogía basada en la comunidad, Escritura, Literacidad como una práctica social situada, Pedagogía Crítica, Literacidad visualResumen
Este artículo presenta los resultados y hallazgos de un estudio cualitativo destinado a describir los efectos de combinar literacidad visual con Pedagogías Basadas en la Comunidad (CBP) para mejorar las habilidades escritoras en estudiantes de básica secundaria. Los datos se recopilaron a través de informes de mapeo comunitario, un instrumento de análisis de necesidades, producciones de los estudiantes, un grupo focal y notas de campo de los maestros. Esta investigación-acción reveló cómo los estudiantes fueron guiados fluidamente a través del proceso de escritura con la ayuda de elementos visuales que sirvieron como provocadores o soporte para producir textos breves en los que las voces de los estudiantes eran relevantes al explorar su contexto y retratar sus realidades. La triangulación de los diferentes instrumentos dentro del análisis fundamentado (Saunders, Lewis & Thornhill, 2012), indicó un aumento en la cantidad y calidad de la producción escrita en lengua extranjera por parte de los estudiantes y un interés genuino en ellos por asumir un papel activo en los ejercicios de escritura. Además, como docentes, esta fue una oportunidad para reconocer que, a través del desarrollo de un trabajo sistemático y consistente, al igual que maximizando el uso de información del contexto combinado con estímulos visuales se convierten en un recurso valioso para la promoción de las habilidades escritoras de los estudiantes.
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