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La escritura es un proceso complejo que requiere ejercitarse continuamente y el procesador de texto Word se constituye en una herramienta tecnológica que facilita su realización. Para ello es significativo incorporar en los primeros años de escolaridad, herramientas tecnológicas en el proceso de enseñanza, como complemento al ejercicio de la escritura con lápiz y papel. Bajo esta concepción se plantea el uso del procesador de texto, para determinar el impacto que este genera en procesos de lecto-escritores de los niños de cuarto grado de la Institución Educativa Municipal Santiago Pérez de Zipaquirá. Investigación que se diseñó a manera de un estudio de caso, de tipo descriptivo y naturaleza cualitativa, que implico la indagación, la identificación y el análisis; para establecer que con el uso del procesador de texto se involucra de manera más participativa al estudiante, estimulándose la creatividad, la autorregulación, la identidad y la capacidad de trabajo, por lo cual los Estudiantes tienden a producir textos en mayor extensión y calidad que cuando se escribe con papel y lápiz. Palabras Claves: Comprensión lectora, enseñanza de la escritura, estrategia de comunicación, Enseñanza asistida por ordenador, redacción textual. Contenido Resumen 6 Introducción 8 Capítulo 1 Planteamiento de la investigación 10 1.1 Descripción y formulación del problema 10 1.1.1 Pregunta de investigación 13 1.2 Objetivos de la investigación 13 1.2.1 Objetivo general. 13 1.2.2 Objetivos específicos 14 1.3 Justificación 14 Capítulo 2 Marco Referencial 17 2.1 Estudio de antecedentes 17 2.2 Estado del Arte 17 2.2.1 A nivel Internacional 17 2.2.2 A nivel Nacional 20 2.2.3 A nivel local: Universidad Militar Nueva Granada 21 2.3 Marco teórico y conceptual 24 2.3.1 La comunicación 24 2.3.3 Las Tecnología de la información y la Comunicación: conceptos 29 2.3.4 Las TIC en el ámbito educativo 30 2.3.5 El procesador de texto Word 34 2.3.6 El lenguaje 42 2.3.7 La escritura 43 2.3.8 La lectura 49 2.3.9 Aprendizaje mediado por TIC 54 2.3.10 La visión de la UNESCO sobre la lecto escritura 55 Capítulo 3 Metodología 57 3.1 Línea de investigación 57 3.2 Paradigma/tipo/enfoque y método de investigación 58 3.2.1 Paradigma 58 3.2.2 Tipo de investigación seleccionado 59 3.2.3 Enfoque de la investigación 60 3.3 Técnica e instrumento de recolección de información 61 3.3.1 Técnica de recolección 61 3.3.2 Instrumento de recolección de la información 62 3.4 Fases de la investigación 63 3.5 Descripción de la población y muestra 64 3.6 Muestra 64 3.7 Metodologías de análisis 65 Capítulo 4 Resultados y conclusiones 69 4.1 Procesamiento y análisis de la información 69 4.1.1 Reducción de los datos 69 4.1.2 Disposición y transformación de los datos 75 4.1.3 Obtención de resultados y verificación de conclusiones 80 Conclusiones 91 Referencias Bibliográficas 95 Anexos 107 Anexo 1. Carta de Autorización para realizar y publicar la investigación 107 Anexo 2. Consentimiento Informado………………………………………………………108 Anexo 3. Descripción de las fases ………………………………………..……...…………109 Anexo 4. Guía de observación 111 Anexo 5 Proceso de escritura en el procesador de texto: preguntas 113 Anexo 6. Producción textual. 116 Writing is a complex process that requires continuous exercise and the Word processor is a technological tool that facilitates its realization. For this, it is significant to incorporate, in the first years of schooling, technological tools in the teaching process, as a complement to the exercise of writing with pencil and paper. Under this conception, the use of the word processor is proposed to determine the impact it generates in the reading and writing processes of the fourth grade children of the Santiago Pérez de Zipaquirá Municipal Educational Institution. Research that was designed as a case study, of an exploratory descriptive type and eminently qualitative nature, which involved inquiry, identification and analysis; it would allow to establish that with the use of the word processor the student is more participatively involved, stimulating creativity, self-regulation, identity and work capacity, which is why students tend to produce texts in greater length and quality than When writing with paper and pencil. Keywords: Reading comprehension, writing teaching, communication strategy, Computer-assisted teaching, text writing Maestría

Digital, La siguiente investigación es una estrategia que se condensó en una unidad didáctica, la cual fue mediada por las herramientas de realidad aumentada (RA), Quiver, para el fortalecimiento de la producción escrita de textos narrativos en el grado tercero de primaria de la IED Porfirio Barba Jacob, sede A, j.m. Esta estrategia se originó como consecuencia de la investigación de los niveles de escritura de los niños de grado tercero, además de los resultados de las pruebas saber 3, donde los niveles de escritura estaban deficientes, por tal razón la Secretaria de Educación realizó intervención pedagógica, donde priorizaban aquellas instituciones con bajos niveles en el área de lenguaje, por tal motivo se idearon unas actividades que complementaban los procesos académicos de los estudiantes, la unidad didáctica está diseñada bajo las directrices de los Derechos Básicos de Aprendizaje (DBA) con el propósito de afianzar las micro habilidades del lenguaje, para la producción de textos escritos. La investigación se realizó bajo la línea de investigación de tipo cualitativo, donde a partir de observaciones, entrevistas y pruebas diagnósticas, se evidencia el trabajo con los estudiantes y el acompañamiento de los padres de familia en dicho proceso, además de introducir la taxonomía de Bloom para la era digital, donde propone una serie de acciones que son utilizadas por los estudiantes y docentes al momento de incorporar herramientas tecnológicas, como es el caso de la Realidad Aumentada (RA) dentro de los procesos académicos de los estudiantes. Esta estrategia mediada por RA, se convierte en una gran oportunidad para ser replicada en otro ambiente educativo, a seguir su campo investigativo, pues aún es poco explorada en el área de lenguaje, por tal motivo permitió a los docentes ser agentes transformadores e innovadores de prácticas educativas, a los estudiantes a acercarse de manera entusiasta y asertiva al mundo digital y a la comunidad educativa Porfirense a ser vanguardistas en la formación integral de los estudiantes permitiendo generar aprendizajes significativos de manera innovadora y contextualizada, The following research is a strategy that is condensed into a didactic unit, which was measure by the augmented reality (RA) tools, Quiver, to increase the written production of narrative texts in the third-grade of primary education in IED Porfirio Barba Jacob school, campus A, morning schedule. this strategy is originated as a result of the investigation about writing levels of the third-grade, in addition to the results of the saber 3 tests, where the writing levels were deficient, for this reason, Secretaria de Educacion carried out pedagogical intervention, where priority was given to institutions with low levels in language signature, consequently, some activities were devised that complement the academic processes of the students, the didactic unit is located under the guidelines of the Basic Rights of Learning ( DBA) to strengthen the micro-abilities of the language, for the production of written texts. This qualitative research was made throught observations, interviews and diagnostic tests, those were used as an evidence with the work with the students and the parent’s support in this process, in addition to introducing Bloom's taxonomy for the digital age, where it proposes a series of actions that are used by students and teachers when incorporating technological tools, as is the case of Augmented Reality (AR) within the academic processes of students. This strategy, measure by RA, it becomes a great opportunity to be replicated in another educational environment, because teachers must be agents transforming and innovators of their educative practices to students who approach enthusiastically and assertively to the digital world, Maestría, Magíster en Tecnologías Digitales Aplicadas a la Educación, 1°ed, CONTENIDO Pág INTRODUCCIÓN..................................................................................................15 1. PRESENTACIÓN DEL TRABAJO DE GRADO..............................................16 1.1 PLANTEAMIENTO DEL PROBLEMA ................................................16 1.1.1 Descripción de la situación problema……………………………………16 1.1.2. Identificación del problema………………………………….…………….16 1.1.3 Pregunta problema…………………………………………….…………..16 1.2 ALCANCE..........................................................................................22 1.3 JUSTIFICACIÓN................................................................................22 1.4 OBJETIVOS.......................................................................................24 1.4.1 Objetivo general ................................................................................24 1.4.2 Objetivos específicos ........................................................................24 2 BASES TEÓRICAS........................................................................................25 2.1 ESTADO DEL ARTE..........................................................................25 2.2 MARCO REFERENCIAL....................................................................29 2.2.1 Marco Teórico ...................................................................................29 2.2.2 Marco Conceptual .............................................................................30 3 DISEÑO METODOLÓGICO...........................................................................34 3.1 TIPO DE INVESTIGACIÓN................................................................34 3.2 HIPÓTESIS........................................................................................34 3.3 VARIABLES O CATEGORÍAS...........................................................35 3.4 OPERACIONALIZACIÓN DE VARIABLES O DESCRIPCIÓN DE CATEGORÍAS................................................................................................35 3.5 POBLACIÓN Y MUESTRA ................................................................36 3.6 PROCEDIMIENTO.............................................................................37 3.7 INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN .............37 3.8 TÉCNICAS DE ANÁLISIS DE DATOS...............................................38 4 CONSIDERACIONES ÉTICAS ......................................................................39 5 DIAGNÓSTICO INICIAL.................................................................................40 6 ESTRUCTURA DE LA PROPUESTA DE INTERVENCIÓN ...........................49 6.1 PROPUESTA PEDAGÓGICA............................................................49 6.2 COMPONENTE TECNOLÓGICO ......................................................72 6.3 IMPLEMENTACIÓN...........................................................................75 7 ANÁLISIS E INTERPRETACIÓN DE DATOS ................................................86 8 CONCLUSIONES ........................................................................................105 9 LIMITACIONES............................................................................................106 10 IMPACTO / RECOMENDACIONES / TRABAJOS FUTUROS ..................107 BIBLIOGRAFÍA...................................................................................................108 ANEXOS ............................................................................................................113

RESUMOEm setembro de 2014, um grupo de professores e de pesquisadores reuniu-se para refletir sobre as contribuições que os trabalhos publicados por José Luiz Fiorin trazem para os estudos do discurso, do texto e para os avanços das investigações em semiótica. Este trabalho, com o qual participei do colóquio, procura examinar como o projeto didático estabelecido por esse estudioso das manifestações da linguagem tem uma importância significativa para o ensino de leitura e de produção de textos, ao mesmo tempo em que reflete os avanços realizados pelos semioticistas brasileiros e estrangeiros em relação ao aprimoramento do projeto metodológico realizado por essa teoria que investiga a constituição do sentido do texto. ABSTRACTIn September of 2014, a group of professors and researchers met to reflect on the contributions that the works published by José Luiz Fiorin bring to the study of discourse, text and to the progress of research in semiotics. This work, with which I joined in the Colloquium, aims to analyze how the didactic project established by this scholar of language's manifestations is relevant for the teaching and reading of text production. Besides, it also reflects the progress made by Brazilian and foreign semioticians concerning the improvement of the methodological project held by this theory, which investigates the constitution of the meaning of texts.

Este trabajo analiza los textos argumentativos escritos por alumnos de 3° grado de primaria, de Córdoba (Argentina), producidos a partir de una secuencia didáctica para el aprendizaje del género "carta de solicitud". El estudio explora, además, el impacto del dispositivo didáctico en el desempeño de los alumnos. Para el diseño del instrumento y el análisis de las producciones nos basamos en los principios del interaccionismo sociodiscursivo (Bronckart, 2004). Los resultados mostraron que los niños avanzaban en la situación comunicativa, la planificación y el formato de la carta y mejoraban sus capacidades argumentativas. Se discuten, por último, las implicancias pedagógicas del trabajo. This work analyzes written argumentative texts produced by children from 3rd year of primary education from Córdoba (Argentina), in the frame of the application of a didactic sequence, designed to write formal request letters. The study examines, as well, the impact of the sequence in the children's performance. The elaboration of the instrument and the analyses of the productions were based on the principles of the Socio-discursive Interactionism (Bronckart, 2004). The results showed that the children improved their argumentative skills and progressed in their comprehension of the communicative situation, the planification process and the formal conventions of the letter. The pedagogical implications are discussed.

Made available in DSpace on 2022-04-28T19:03:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-01-01 In September of 2014, a group of professors and researchers met to reflect on the contributions that the works published by José Luiz Fiorin bring to the study of discourse, text and to the progress of research in semiotics. This work, with which I joined in the Colloquium, aims to analyze how the didactic project established by this scholar of language's manifestations is relevant for the teaching and reading of text production. Besides, it also reflects the progress made by Brazilian and foreign semioticians concerning the improvement of the methodological project held by this theory, which investigates the constitution of the meaning of texts. Universidade Estadual Paulista 'Júlio de Mesquita Filho' Universidade Estadual Paulista 'Júlio de Mesquita Filho'

The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children’s transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1–4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional.

Submitted by William Justo Figueiro (williamjf) on 2015-07-27T19:59:16Z No. of bitstreams: 1 07d.pdf: 3644643 bytes, checksum: ca0a6d01ee9baf20f712b696c3b24af7 (MD5) Made available in DSpace on 2015-07-27T19:59:16Z (GMT). No. of bitstreams: 1 07d.pdf: 3644643 bytes, checksum: ca0a6d01ee9baf20f712b696c3b24af7 (MD5) Previous issue date: 2011-02-21 CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Com o objetivo de compreender como é realizada a (co)construção de um objeto de ensino – a produção textual escrita – no trabalho docente, esta pesquisa investiga os modos de organização linguístico-textual e didática inerentes à dimensão do trabalho real com o referido objeto de ensino em sala de aula. Para a realização da pesquisa tomamos como base teórica os pressupostos do interacionismo sociodiscursivo (BRONCKART, 1999; 2006; 2008), que atribui ao agir e à linguagem papel nodal no desenvolvimento humano. Assumindo a noção de trabalho proposta pelo quadro teórico supracitado, enfocamos a dimensão do trabalho real (BRONCKART, 2006) realizado por alunas-professoras na (co)construção do objeto de ensino e do meio-aula (AMIGUES, 2004). Para isso, aliamos análise linguística e reflexão didática a partir dos dados gerados em aulas de produção textual, na disciplina de Língua Portuguesa, de duas alunas-professoras que realizavam seu estágio supervisionado em turmas do ensino fundamental da rede pública de ensino. A análise qualitativa dos dados partiu da descrição de dois níveis da textualidade (MACHADO E BRONCKART, 2009), o organizacional e o enunciativo, amparandose em elementos linguísticos pré-determinados, para desvelar as relações entre as escolhas linguísticas/textuais realizadas e o desenvolvimento do trabalho real. Do ponto de vista didático (DOLZ, 2009; DOLZ et. al. 2010) a análise considerou o emprego de gestos didáticos (GOMES-SANTOS, 2010) em relação ao desenvolvimento da profissionalidade das alunas-professoras e de sua formação inicial. Os resultados obtidos mostram a relevância da análise linguístico-textual realizada em conjunto com a análise dos gestos didáticos que acompanham o desenvolvimento do trabalho real. Revelam, ainda, que apesar das similaridades e diferenças encontradas na (co)construção do objeto de ensino e do desenvolvimento do meio-aula, ambas as alunas-professoras se tornaram atoras no trabalho de ensino. O trabalho contribui para as investigações realizadas no conjunto das pesquisas sobre o agir docente ao reiterar, a partir das análises efetuadas, a importância de serem aliadas a análise linguística e a reflexão didática tanto no quadro das ciências da formação do professor de língua materna quanto na análise do trabalho docente. This study aims at comprehending in which ways a co-construction of a teaching object – text writing production – takes place in the teaching work. It also investigates the ways of discursive and linguistic-textual organization of the teaching practice concerning the real work with the teaching object in the classroom. In order to accomplish this research, we take as a theoretical basis the sociodiscursive interactionism – ISD – (BRONCKART, 1999; 2006; 2008), which considers language and act as main roles in human development. Taking the idea of work proposed by the ISD, we focus on the real dimension of the work done by teacher trainees in the co-construction of the teaching object and of the classroom environment. Aiming at the accomplishment of this task, we conjugate a linguistic analysis and a didactic reflection from the data generated in text-writing classes, during Portuguese as mother language lessons of two teacher trainees who were taking their supervised teaching practice in groups of Junior High in public held schools. Data analysis started from the description of two levels of textuality (MACHADO E BRONCKART, 2009), the organizational and the enunciative, supported in pre-determined linguistic elements to reveal the relations between the textual/linguistic choices made and the development of the real work. From a didactic perspective (DOLZ, 2009; DOLZ et. al. 2010), the analysis considered the use of didactic gestures (GOMES-SANTOS, 2010) and how they are connected to the development of the professionalism of two teacher trainees in their former education as teachers. Results point out to the relevance of the textual-linguistic analysis which was made together with the analysis of the didactic gestures that follow the real work development. However, in spite of the similarities and differences found in the co-construction of the teaching object and in the development of the class environment, both teacher trainees became “actors” in their teaching practice. This study contributes to researches developed concerning the teaching act, as it points out – from the analysis that took place – the importance of conjugating the linguistic analysis and the didactic reflection in the area of mother language teaching trainee sciences and also in the teaching practice analysis.

Background Writing difficulties are usually one of the integral symptoms of persons with aphasia. Earlier research based on studies of the spelling of single words has yielded interesting results. This work includes analyses of texts and text production. Aim The general aim of the thesis, which includes four studies, was to describe the characteristics of the writing process in aphasia. Materials and methods The participants in the first three studies were a group of six men and two women with aphasia (the A-group) in the age range of 28 to 63 years (mean age 42.5 years) and a reference group (the R-group) consisting of five women and five men in the age range of 21 to 30 years (mean age 23.5 years). One of these studies also included 60 untrained raters. The participants in the fourth study were three individuals with aphasia, two men and one woman (aged 53, 56 and 59, respectively). The participants wrote two narratives and told one of them orally. Not only the final texts but also the revision phases were analysed. The analysis related to variables reflecting vocabulary, syntax and narrative structure. The narratives were also subjected to holistic assessment by the untrained raters. The intervention study had a single-subject ABA design replicated across the three participants. All writing tasks were carried out on a computer and key-stroke logging was used for the collection and analysis of the data. Results The A-group wrote stories with a lower production rate and more word-level errors than the R-group, and also had more difficulty revising their texts. Narrative structure was not as good in the A-group’s texts, but the most essential parts of the narrative were included; their written versions were in fact rated as more coherent and easier to understand than their spoken versions. Story length and the proportion of word-level errors to some extent predicted ratings, but not necessarily in the sense that fewer errors and longer stories predicted a higher rating. The intervention study showed that training with computerised writing aids improved writing in different ways. Discussion The narratives produced by the participants with aphasia were characterised by linearity as a result of their use of short T-units with few subordinate clauses and simple syntax. The study of the revision phase revealed the same pattern: every word and sometimes every character was checked before the participants continued writing. Writing a narrative was a time-consuming task for the participants with aphasia, but the stories they eventually produced were explicit enough to meet the demands of the written medium. Regular training was effective and compensated for some of the difficulties. Clinical implications Written language should be included in aphasia assessment and in planning for rehabilitation since it opens up a wider range of possibilities to communicate.

This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing.

Made available in DSpace on 2014-06-11T19:25:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2002-05-07Bitstream added on 2014-06-13T20:08:07Z : No. of bitstreams: 1 cossentini_aa_me_assis.pdf: 406838 bytes, checksum: 5ec7766caf5d0fca0519569bb6b64b56 (MD5) Trata-se de uma pesquisa sobre a produção de textos realizada na E.E.P.S.G José Augusto Ribeiro, na cidade de Assis - SP, onde foi averiguado como se processa o ensino da expressão escrita de 2ª e 3ª séries da Educação de Jovens e Adultos (Supletivo). Observei e, posteriormente, realizei diagnósticos dos problemas textuais dos alunos, das concepções do professor com referência ao trabalho em sala de aula, além de ter apresentado sugestões de trabalho com coesão e, conseqüentemente, com a produção de textos. Durante as observações em sala de aula, atentei para a hipótese do déficit lingüístico, ou seja, verifiquei se ele é o principal responsável pelas dificuldades de aprendizagem e se ele afeta os alunos da Educação de Jovens e Adultos. A pesquisa, em suas conclusões, aponta os problemas que dificultam o processo ensino-aprendizagem, bem como procura colaborar para solucioná-los, orientando para outras formas de ensino que podem ser utilizadas pelos professores, para que se atinja um maior índice de aprendizagem, levando-se em conta que a curta duração do curso não deve impedir a instauração da capacidade crítica dos alunos. This dissertation deals with texts written by young and adult students of second and third grades of a high school in Assis, São Paulo State. The students' writing and the teachers' comprehension as to their teaching activities were first analyzed and then listed so that suggestions could be presented to achieve the writing of texts with cohesion. Such an observation showed a linguistic deficit hypotheses, that is, I found out that such a deficit is the main cause of learning difficulties affecting both young and adults students. The conclusions point to the problems that make the teaching-learning process difficult as well as try to solve them, showing to the teachers other possible ways of teaching, so that a higher level of learning could be attained, taking into consideration the shortness of the course.