Social representations of writing in basic education, in the areas of
mathematics, social sciences and Spanish language
..........................................
Representaciones sociales de la escritura en educación básica, en las áreas del
conocimiento de matemáticas, ciencias sociales y lengua castellana
Cubillos Villalba, Angélica María
ABSTRACT
The present research entitled social
representations of writing in basic education,
in the areas of knowledge of mathematics,
social sciences and Spanish language focuses
on identifying and understanding the social
representations of writing in basic education in
mathematics, social sciences and Spanish
language, based on three categories: Writing,
Practices and social representations, allow the
recognition of endogenous and exogenous
factors of responsibility in the process of
reading and writing that favors the cognition of
the student body, recognizing which are the
structural components that can generate
dynamic strategies that strengthen and enrich
the teaching and learning processes.
Key words: social representations, practices,
transformation and curriculum.
RESUMEN
La presente investigación titulada
representaciones sociales de la escritura en
educación básica, en las áreas del
Received: August 11, 2020
Approved: November 22, 2021
...........................................
Master's Degree in Education
Universidad del Tolima
Ibagué, Colombia
anhelikacubillosv@gmail.com
https://scienti.minciencias.gov.co/cvlac
/visualizador/generarCurriculoCv.do?co
d_rh=0001954252
https://orcid.org/0000-0002-2212-
6072
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conocimiento de matemáticas, ciencias
sociales y lengua castellana se centra en
identificar y comprender las representaciones
sociales de la escritura en educación básica en
matemáticas, ciencias sociales y lengua
castellana, fundamentado bajo tres categorías:
la Escritura las Prácticas y las
representaciones sociales , permiten el
reconocimiento de factores endógenos y
exógenos de responsabilidad en el proceso de
lecto escritura que favorece la cognición del
estudiantado, reconociendo cuales son los
componentes estructurales que pueden
generar estrategias dinámicas que fortalecen y
enriquecen los procesos de enseñanza
aprendizaje.
Palabras clave: representaciones sociales,
prácticas, transformación y currículo.
Introduction
According to Kocatepe, M. (2021), one of the great global shortcomings is established
in how to reconceptualize the notion of finding information and also in how students
construct information while reading and writing, for the research conducted this
particular aspect is given when it is required to listen to teachers about endogenous
and exogenous phenomena of the classroom, which from the different areas of
knowledge recognize the difficulties that are established in the educational scenario;
arguments such as "students do not know how to write, do not know how to take
dictations, do not know how to make inquiries and have serious spelling problems",
generating the following questions: What do Spanish language teachers do with
respect to this problem?, What are the teaching strategies used by the Spanish
language teachers responsible for this problem? Why don't they do a real teaching of
spelling rules so that students learn to write better? These questions suggest that they
are not involved in the teaching of writing from their different disciplinary areas.
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This observed phenomenon deserves a development and a work bet as stated by
Dellisse, S., Dumay, X., Galand, B., Dupriez, V., Dufays, J. L., Coertjens, L., ... &
Penneman, J. (2020) aspects such as integrity and literacy become elements that
facilitate reading comprehension, each actor is key in the formative process, teachers
of the different areas of knowledge believe they have no incidence and responsibility
in the process of teaching writing, the project is focused under the following objective
"to identify the social representations of writing in basic education, in the areas of
knowledge of mathematics, social sciences and Spanish language". Research carried
out during the last decade coincides in pointing out that, when students enter higher
education, they show great deficiencies, both in the comprehension and writing of
academic texts (Bono & De la Barrera, 1998; Becerra, 1999; Narvaja de Arnoux, Di
Stefano & Pereira, 2002; Carlino, 2003, 2006, among others); Carlino, 2003, 2006,
among others), for this reason, it is necessary to approach the problems from all school
environments, and from the very practices of the teachers of the different areas of
knowledge, not only as specialists in the area, but also as protagonists of the learning
process of writing., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C., Bøg, M., &
Eiberg, M. (2021), the effort that teachers develop with the Specific School
Interventions to improve reading and mathematics for students with or at risk of
having academic difficulties, the investigative bet arises due to the concern for the
difficulties that elementary and middle school students have in their writing processes,
and how these upon entering university are faced with academic writing, which they
do not know; added to this, it is common to hear teachers from different areas of
knowledge making assertions such as: "students do not know how to write, do not
know how to take notes, do not know how to construct new information, do not know
how to make inquiries and have serious spelling problems", for which they ask: what
do teachers of Spanish language do with respect to this problem?,What are the
teaching strategies used by the Spanish language teachers responsible for this
problem, questions that from their perspectives make them alien to the teaching of
writing in their different areas of knowledge, in this sense, the different
representations they have of the teaching of writing and its didactic action are being
created.
On the other hand Carlino (2009), recognizes how the teaching work must change the
legacy of remedying the deficit in reading and writing of students, where the poor
quality of learning teaches how professional and disciplinary competencies are
oriented, binding aspects of students and graduates, its associated value is a generator
of academic spaces that recognize the appropriate model to improve the results
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obtained, the study carried out is established with the collaboration of teachers in three
educational institutions in the city of Ibagué (Tolima) Colombia, the Santa Teresa de
Jesús Educational Institution, José Celestino Mutis Educational Institution and the
Antonio Nariño Educational Institution, seeking the understanding and identification
of the social representations and practices of writing in basic education, in the areas of
knowledge of mathematics, social sciences and Spanish language.
From this context, the findings of a research conducted at the Universidad Abierta
Interamericana, Argentina, by Rotstein and Bollasina, (2010), on the role of writing in
teaching performance, make an approach of the conceptions and practices of writing
put into play by middle level teachers in their classes, allowing the reconstruction of
experiences, contexts, behaviors, perceptions and assessments from the perspective of
the actor, giving evidence of the need to see writing as a curricular development in the
different disciplines in an interdisciplinary manner, with each area of knowledge being
a fundamental actor to develop writing.
Regarding the difficulties presented by students in academic writing, researchers such
as: Lerner, (1999); Jurado, (2012); Castelló, (2008); Camps, (2003); Ferreiro, (2013)
and Carlino, (2009); among others, who have formulated important contributions
aimed at guiding the actions to be followed to overcome the limitations that students
present when facing writing, taking into account that many of the methodologies and
strategies used by teachers have been reduced to the activist plane that in a hurry to
apply or execute strategies in pedagogical practice, forgetting that a deep theoretical
foundation and reflection is necessary, not individualized but collective, not sectorized
by areas of knowledge but transversalized that aims at the reconstruction of thought,
which implies a maximum cognitive and social action. In this sense, "Writing is a
powerful instrument in the empowerment of thought, as it implies a very fine
reasoning and a way of acting through words" (Jurado Fabio, 2009) ,it is an
autonomous social practice and as long as it is visualized as a communicative act of
transformation, which requires time and dedication, that begins before its
composition and ends in the representation of ideas making the intangible tangible,
with a real relationship in the transformation of thought.
Authors such as Coll, (1996); Tezanos, (1985, 2006); Restrepo, (1996, 2003);
Wittrock, (1997), allow the existence of a dialogue of actors where teachers are
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immersed in a battlefield with their external work, which does not allow them to
visualize the problems of education in the classroom, the focus on practice as a
research problem is an important perspective in the construction of meaning in the
classroom, since it implies overcoming the role of the teacher as a transmitter of
knowledge, In the school environment, the construction of practical knowledge about
the teacher's work is a topic of great interest, as well as identifying the social
representations [hereinafter SR] they have about their profession, which affects their
practices in the classroom and in the school institution (Mazzitelli, Claudia; Aguilar,
Susana; Guirao, Ana María; Olivera, Adela) (2009), for which, Di Stefano states that
social representations result "legible in, or inferable from, diverse supports
(Linguistic, behavioral, material), and that they constitute a socially elaborated and
shared form of knowledge ...." (Jodelet quoted by Di Stefano,1989). Thus, social
representations are thoughts that arise in contexts determined by the exchange
between subjects or "agents", who are part of a social reality (Moscovici, 1979).
However, there are studies that specify the relationship between learning and reading
and writing skills for Colognesi, S., & Niwese, M. (2020), it is crucial the performance
of systemic changes of brought, as writing improves the exploration relationship and
this strengthens the knowledge, its value for literature, language and student
performance in the classroom, the great purpose of the research conducted is how the
writing practices have an important function to solve daily life situations in the short,
medium and long term, in addition to allowing the subject to develop skills in the
academic and later professional field, because writing is not a simple motor act, but an
intellectual activity that involves processes such as planning, organization of ideas,
reflections to process and capture on paper, in this cognitive process a wide range of
linguistic knowledge is revealed, such as the syntactic organization of sentences, a
lexicon and appropriate spelling, and most importantly, to generate pleasure when
writing.
A component in which the work establishes its value is how writing provides a level of
understanding, from how the individual regulates its corresponding aspects, for
Kayaalp, F., Meral, E., & NAMLI, Z. (2021) there is a value to contribute, how the
reading and writing is self-regulated, how this reaches a recognition on the aspects of
performance, for the research the study of the same relates the problems presented by
the students when producing written texts, taking into account the academic practices
of the subject of Spanish and the different areas of knowledge, where it is assumed, it
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should focus on a joint work that allows the student to overcome the difficulties caused
by the access to new knowledge with the support of teachers. The act of writing goes
beyond the mastery of a graphic code, since the student must have the ability to
compose and write coherently a written text in each of the areas of knowledge, taking
into account that the responsibility for writing belongs to the school, and it is there
where skills are generated that allow access to the mastery of writing of different types
and degrees of complexity. The sacralization of writing in our culture, and the idea that
those who write well live in a state of grace, turn it into a real mystery for students and
a serious obstacle to develop writing practices in accordance with the processes they
really imply. Ortiz, E. (2011).
The research carried out allows identifying and understanding social representations
and writing practices in basic education, in the areas of mathematics, social sciences
and Spanish language, first identifying the writing practices carried out by teachers in
the areas of mathematics, social sciences and Spanish language. By analyzing the social
representations of mathematics, social sciences and Spanish language teachers about
writing, it is possible to establish relationships between social representations and
writing practices of teachers in the areas of mathematics, social sciences and Spanish
language.
Research carried out during the last decade coincides in pointing out that, when
students enter higher education, they show great deficiencies, both in the
comprehension and in the writing of academic texts (Bono & De la Barrera, 1998;
Becerra, 1999; Narvaja de Arnoux, Di Stefano & Pereira, 2002; Carlino, 2003, 2006,
among others). Pereira, 2002; Carlino, 2003, 2006, among others); for this reason, it
is necessary to address the problems from all school environments, and from the very
practices of teachers of the different areas of knowledge, not only as specialists in the
area, but also as protagonists of the learning process of writing. According to Juana
Marinkovich and Juan Salazar in their research entitled "Social representations on the
academic writing process: the case of the thesis in a history degree", they support the
need to know in depth what conceptions or what social representations teachers and
students show about this academic literacy process; how they conceive the academic
writing process or what discursive genres they should write.
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For his part, Carlino, P. (2020), it should be recognized what the problem is that the
results of reading and writing are deficient, that value added to the model, who is
responsible for this process, or simply is not to seek responsibility but to assume it, for
Leyva, E. M. R. (2020) there are scenarios that facilitate understanding, environments
that enable creativity and innovation, each one reflects how good practices can be
associated with the promotion of reading and writing. (2020) there are scenarios that
facilitate understanding, environments that enable creativity and innovation, each one
reflects how good practices can be associated with the promotion of reading and
writing, which focuses its reference on the "Representations about writing and ways of
teaching it in North American universities", whose analysis of the documentation is
oriented from two perspectives: (a) the representations they hold about writing, its
learning and teaching, together with the theoretical foundations on which they are
based, and (b) the institutional channels created to teach writing at the university,
based on a categorizing strategy of the data, which is contextualized by identifying the
syntagmatic relationships (by contiguity) between the different elements of each
teaching practice identified.
The study conducted raises the 3 major categories of work, writing, practices and social
representations, therefore, for the category of Writing will be based on theorists such
as: Lerner, (1999); Jurado, (2012); Castelló, (2008); Camps, (2003); Ferreiro, (2013)
and Carlino; (2009), for the category of Practices: Rodríguez, Bourdieu, De Tezano,
(2007), and For the categories of social representations: Moscovici, (1982); Jodelet,
(1986); Abric, (2001).
Since ancient times writing has had different moments, such as the recognition of
letters, the relationship of letters with sounds, the combination of letters, the
recognition of the alphabet, the recognition of syllables, the spelling of each of its
letters, until the use of the word, This later gave rise to the so called scribes and
calligraphers, defenders of the practice of writing, who allowed a simplified writing to
be imposed in the school environment, with a personal stroke and a shorter and
simpler learning of a language previously subjected to a process of standardization and
orthographic monetization (Viñao, 1988). In this sense, when writing has been seen at
school as an abstract tool independent of relations and with evaluative and non-
communicative purposes, where it does not matter what it communicates, how it
communicates, for what it communicates, the written culture is made to participate,
leading to the assumption of assuming a cultural heritage that involves the exercise of
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diverse operations with texts and the putting into action of knowledge about the
relations between texts and their context (Lerner, 1999).It is there where students are
subjected to a culture of the written, for the written from the mechanical, focusing its
importance on the writing of the consultation task, the transcription of a text to
another, the so devoted summaries and the infallible dictation, aspects that do not let
the voice of the writer that each one carries inside come out, Therefore, it is necessary
to search for students to adopt a position regarding the topics they write about, that is,
to build their own voice and reflect it or transfer it to the text, an important aspect to
start the transformation of thought (Castelló, Corcelles, Iñesta, Bañales, & Vega, 2011).
Vega, 2011).
Writing no longer needs to be an object but a control in the processes of planning,
textualization and revision, learning links for the transformation of knowledge,
learning to write implies creating a network of relationships with others through the
use of written language; the demands that situations pose lead to the need to acquire
knowledge in the interaction with the teacher, with peers, with the natural and social
environment (Camps, 2003). (Camps, 2003). words (Jurado Fabio, 2009, Volume 2,
Number 1), is an autonomous social practice and to the extent that it is visualized as a
communicative act of transformation, which requires time and dedication, which
begins before its composition and ends in the representation of ideas making the
intangible tangible, whose real relationship is the transformation of thought. The
practices have been intertwined in an evaluative mechanism that is based on the
acquisition of knowledge from the different themes which measure the good or bad in
the teaching process, which are reflected in SABER and PISA tests, which in addition
to evaluating the knowledge of students, evaluate teachers who are put on the wall of
stoning in search of a culprit.
The processes of critical reflection, necessarily present in practice, play a preponderant
role in order to fully understand the meaning and significance of the teaching
profession. Writing is the mediator and natural expression of these reflective
processes. These are the basic conditions to make teachers true producers of
pedagogical knowledge. (De Tezanos, 2007), writing should be conceived as an
academic practice that allows establishing reflective relationships with the
environment by appealing to the discourse among peers, without any prevalence
against the different areas of knowledge, hence, one of the key aspects in the process
of construction of pedagogical knowledge is the writing of the teachers' practice. It is
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there where reflection is articulated with the basic theories, to produce a
resignification of the concepts, whether they come from the tradition of teaching or
from the different disciplinary horizons linked to it. It can be affirmed that, if the
teacher teaches so that the students learn based on the contents, without being clear
whether his practice aims at learning or at knowing, then it would be necessary for the
teacher to have the capacity to implement a critical review of his cultural patterns, his
world views and his own processes of change. That is to say, to establish a permanent
relationship between critical coexistence in mutual respect, collaborative work,
listening to others in their differences, the search for their own and collective
achievements, beyond those imposed by the official (dominant) culture, responsibility
for the commitments they assume (De Tezanos, 2007).
According to Durkheim, (2000) he uses the concept of social representations to
analyze a type of phenomena that have their origin in the web of social relations
established by individuals in a society and points out that collective representations
are "realities [that] maintain intimate relations with their substratum [and whose]
autonomy can only be relative" (p. 48). 48) that constitute, therefore, social facts that
surpass and impose themselves on the individual, since individual properties, when
added in the collectivity, lose their specificity and become eminently social
phenomena. Social representation is a particular modality of knowledge, whose
function is the elaboration of behaviors and communication between individuals,
being an organized corpus of knowledge and one of the psychic activities thanks to
which men make physical and social reality intelligible, integrate themselves in a
group or in a daily relationship of exchanges, release the powers of their imagination.
(Moscovici, 1979), thus allowing and originating exchanges in the communication of
the social group.
Social representations are expressed as both process and content. As process, they
refer to the ways in which knowledge is acquired and communicated; this process
involves the role played by the different media in the creation, transmission and
reproduction of symbolic forms. As content, social representations are manifested
through three dimensions: attitude, information and field of representation (Araya,
2002 & Ibáñez, 1994). The first of these refers to the affective aspect of the
representation, which implies a positive or negative evaluation of the represented
object. Information refers to the forms of explanation that the agent possesses about
the object, which may vary depending on the quality and type of information
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possessed, as well as the degree of precision of this information. Finally, the field of
representation is defined as the way in which the various elements that structure it are
organized, which includes the specification of its figurative or central core and its
peripheral elements (Abric, 2001b).
Within the theory of social representations it can be understood that this spontaneous
or naive knowledge is constituted from one's own experience, but also from the
information, knowledge and models of thought that are received and transmitted
through tradition, education and social communication, since it is somehow accepted
that this knowledge is socially elaborated and shared, to explain and understand the
everyday world having the characteristics of a practical knowledge, i.e. it participates
in the social construction of its reality (Jodelet, 1986). Therefore, the teacher acts and
influences the community according to his beliefs, actions and opinions acquired
throughout his historical, social and cultural context in an unconscious way, since his
reality is based on the reality of others who have influenced and endowed his social
reality, produced by the experience of daily life and managed by common sense, this
makes him elaborate and reelaborate his classroom activities in practice according to
what he considers should be established within his teaching parameters.
Abric, (1976) cited in Doise, et al., (2005) pointed out that one of the functions of social
representations is that they guide behaviors and practices and produce a system of
anticipations and expectations; for this reason, it is one of the elements at the basis of
social practices. We can affirm that the social representations that the agent possesses
about the infinite number of objects that surround him/her make up a segment of
his/her habitus; by fulfilling a guiding function of social practices, representations
guide the actions that an agent performs in relation to reading and writing.
Materials and methods
The methodological line is located within the framework of qualitative research with
an ethnographic approach, allowing the identification and emergence of the
constituent elements of the social representation of writing, in order to make known
the organization of these elements and identify its central core (Abric, 1976), so as to
highlight the general objective of this project by "identifying and understanding the
social representations of writing, from different areas of knowledge". For Marshall and
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Rossman (1999: 2, 7-8) qualitative research is pragmatic, interpretative and grounded
in people's experience.
Figure 1. Qualitative research
Source: researcher
For Javier Murillo and Chyntia Martínez. (2010:7) who argue that "Educational
ethnography deals with those topics that can be considered as soft, or subjective in
quantitative research, focuses on discovering what happens there on a daily basis by
providing significant data, in the most descriptive way possible, in order to interpret
them and then understand and intervene appropriately in that particular reality of
each classroom. For this, it is necessary to carry out, during long periods of time, a
direct observation in the daily teaching activity that allows the collection of detailed
records and the realization of interviews, review of materials and after this, the result
that will be obtained is a great "photograph" of the studied process that, together with
theoretical references, help to explain the processes of the studied school practice".
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Figure 2. Methodological table
Results
Ethnography is not a simple technique but a methodological strategy that allows
obtaining empirical information in the space where the studied events take place,
"documenting the undocumented", thus allowing a qualitative elaboration of the
studied school context; its results in a text that densely describes the specificity of the
place (Rockwell 1994). According to this (table1), it is observed how the interviewees
describe through their drawing what the writing represents, and how from the
different objects such as: pencil, hand, notebooks or books, stairs, light bulbs, pens;
feelings from the representation of ideas or thoughts with hearts, hugs, longing with
places and participants as people, comply with the action of writing, thus allowing
the graphics to account for a map of social interpersonal relationships. Let us see
(Table 1):
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Table 1. Description support graphics representation of the writing
QUESTION
1 y 2
DESCRIPTION OF
THE IMAGE
(DRAWING)
NARRATION
INTERVIEWEE (VERBALIZATION)
1. Describe
through a
drawing
what the
writing
represents
for you.
2.Narrate
what I
draw.
A house, fireplace, road,
two cows, trees,
mountains and a lake
with a duck. (farm).
In the drawing I drew from my soul the
memory of my childhood and adolescence
in the family farm, the nostalgia of the
walks to the countryside, the freshly
milked milk, the juices in the lake
surrounded by animals, breathing fresh
air, waiting for delicious lunches flavored
with firewood and sleeping to the sound
of crickets and cicadas.
hand, pencil, notebook.
With drawing I express the ability that all
human beings have to express something,
in a time, place and moment.
A map of ideas: in the
center is a book, in the
first part there is a happy
face with a cloud and a
light bulb, in the second a
face looking at a book
with some figures and a
pencil, in the third an
arrow that leads to a
Initially I drew a person with an idea (one
that represents a person), then I drew an
arrow pointing to another person that
represents an idea, in a stone that idea is
represented by drawings, hieroglyphics,
symbols; then I drew an arrow pointing to
a person reading a book, then another
arrow indicating a person thinking about
new knowledge, followed by another
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book, in the fourth an
arrow that focuses on a
face that has a cloud and
in the cloud there are
some letters, some
numbers, an atom, a
pipette, a pencil and a
person running, in the
fourth a date that leads to
a woman's face with a
cloud and a light bulb, in
the sixth an arrow that
returns to a book and in
the seventh an arrow that
leads to the sign of
infinity arriving again to
the number one where
there is a face with a
cloud and the question
mark.
arrow pointing to someone thinking, then
I drew another arrow pointing to the book
and finally an arrow pointing to a person
who has an idea; all this in the form of
infinity.
Meaning: faces with ideas: -to me they
signify the initial process of writing.
The stone and the book: -Represents the
means by which the initial idea is
organized, structured and made known.
The arrows: -mean to me the process
required to write and the impact on
humanity.
Infinity: - for me writing is a process that
has stages and at the same time evolves.
a child thinking.
To write is to capture what I imagine.
a girl writing.
For me, writing is a system of graphic
representation of a language. (drawings,
numbers, letters, symbols).
A person sitting, in front
of him is a sheet of paper
on which he is writing
A student thinks of a heart, put is very
much in love and then begins to write
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and drawing a vignette
that indicates that he is
thinking with a heart in
the center, on the right
side of the drawing is
enlarged the image that
allows you to see what he
is writing and there he
says "love is when a
person ......".
about what it means to be in love, at least
for him.
A person climbing the
stairs and at the top of
the stairs a hand with a
pencil.
There are infinite definitions of reading
that represent the hand with the pencil,
through these infinite readings, we define
our writing; to which without fear of
being wrong I would define the decisions
I have made in my life.
A picture divided into
four parts can be seen: in
the first frame the
drawing of a light bulb, in
the second frame two
hearts joined by a
rainbow, in the third
frame two feathers with
writing symbols and in
The meaning of the objects that I draw in
relation to writing is that the ideas in
synchrony with emotions and feelings
through a process of organization and
using a style, help to generate a structure
that accompanies the elements of
communication and coding through
graphemes, we can give or find as a result
the writing without leaving aside the
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the fourth frame two
other colored feathers.
creativity, coherence and textual
cohesion.
A child sitting writing on
a sheet of paper and a
cloud representing his
thoughts in the center
draws a heart.
Through the letter, a child is expressing
his or her feelings. Sometimes it is better
to write than to talk directly to the other
person.
a ladder, on the first step
a face thinking and
talking, on the second
step a written sheet, with
a light bulb and a pencil,
on the third step two
people one with a cloud
and a question mark and
the other with a cloud
and a good sign, on the
third step a written sheet
with an exclamation and
question mark, on the
fourth step glasses with
eyes and mouth and on
the last step a written
The drawing represents the writing
process, in which peer interaction plays
an important role in both expanding ideas
and providing feedback on each other's
work.
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sheet with yellow lines
around it.
A girl hugging a pencil.
The girl is a person full of feelings and
many ideas and knowledge. She is happy
because capturing what is in her is
sensational. The pencil is by the girl's side
because it is the tool she uses to recreate
her real and imaginary world.
A pen.
Writing is a form of evasion and
recreation of reality. As writers we can
create and recreate new worlds, evade
reality to understand it in other ways and
transform it.
A tributary with three
streams.
The drawing consists of 3 tributaries of
equal importance, the first is represented
in Paulo Freire's emancipatory literacy,
the second tributary focuses on
socialization and the transformation that
occurs through it and finally the third
tributary signifies the practice and effort
needed to achieve this writing function.
These three tributaries feed a nucleus that
represents the importance of writing as:
emancipation, literacy, transformation,
cohesion and social construction through
this discursive method.
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Magnifying glass, pencil.
In the drawing there is a magnifying glass
that indicates the details--- a good
observer to be able to describe the
details... and also the rereading to know if
what I wanted to express corresponds to
what I wrote...
Child, pencil.
As we all know writing is a system of
graphic representation of a language, by
means of signs drawn or engraved on a
support. In the graph wants to express
that to be able to as there are different
modes of symbology as writing.
Woman, park, library,
pencil, books, globe.
Draw a woman representing the writer.
She is in a park or in an outdoor area,
since the writing process, whether fiction
or not, must be nourished by that reality,
and therefore not be detached from that
context. Also, next to the writer is a
library, which is divided at the top, where
we find a pencil and an agenda to capture
those ideas, drafts and so on. In the
middle part we find some books, since a
good writer must be a good reader and
finally we find in the lower part a globe,
because writing allows us to know and
travel to other realities. Finally, from the
writer some clouds emerge which have
different representations of what writing
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is, understanding it as a process that
requires different phases or elements.
Therefore, at the moment of writing, it is
necessary to take into account the
structure with which we will divide the
text, what purpose we have or what we
seek to make known. It is also important
to keep in mind the reader and the
rhetorical awareness of what we write, to
constantly review the text and create
knowledge.
source own creation
The answers to the question focused on the description of the drawings, shows the
contact that each of the teachers have had with writing and how from their social
representations they have provided them with meaning, so they can be grouped as
follows: writing/love, hand-pencil-notebook/skill, thought/imagination,
writing/system, subject-writing/feeling hand-pencil/decision, ideas-
thought/emotion-feeling, letter/feeling, person-pencil/feelings-ideas-knowledge,
pen/recreation reality, this figurative dimension points to the core of social
representation, from performing "a translation of a concept into image" (Moscovici,
2007:9), which is extended as a message easily communicated and understood.
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Source: Own creation
The intention of highlighting the verbal and graphic aspects made it possible to
identify and analyze the social representations that teachers show in relation to
writing, accounting for the social space experienced, and at the same time, for a map
of relationships that translates into the configuration of a certain social identity.
(Seidmann, Susana 2013)
Figure 4. Social presentations by teachers
Source: Own creation
Figure 3. Graphical and verbal aspects
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The images show the lived social space, and at the same time, a map of relationships
that translates into the configuration of a certain social identity. (Seidmann, Susana
2013).
AREA OF KNOWLEDGE
The script is................
MATHEMATICS
• It is the most complex mental process that
human beings can develop.
• It requires communication skills.
• To be able to express what you think.
• To express ideas about a topic.
• To express on a sheet of paper what I feel or
think about something, be it an object,
landscapes or a person, by means of writing or
symbols.
• To express in words the ideas that come to my
mind, keeping in mind that it must be
understandable to any reader.
• The meaning of writing is to bring out the truths
of dreams.
• It is a way of life, a therapy to keep on living. The
need to share what you feel, whether through
poetry or storytelling, writing offers you the
possibility to express yourself freely in another
way.
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SOCIALS
• It is a pleasure in which thoughts, memories,
stories, dreams and real or imaginary
knowledge are encoded.
• It is the interweaving of knowing with dreaming
and desiring, writing develops mental and
physical skills, as well as motor and sensory
abilities.
• It is to represent ideas, words, numbers, even
musical notes through letters and other graphic
signs.
• I believe that writing goes beyond the
traditional image that has been given to it, that
is, considering it as a motor and fantasy act. In
my opinion, writing is a process where 3
fundamental paths must be taken into account;
reading, transformation and construction from
an investigative process.
• Writing is an "octopus that devours thoughts"
is a process that requires cognitive, cultural,
social and involves the whole body. Likewise,
being a process consists of several elements
such as rhetorical awareness, taking into
account the reader, the epistemic potential of
writing, planning and revision of the text,
among other aspects.
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CASTELLANO
• A complex process that involves imagination,
knowledge, reading, creativity, and command
of the language in which it is written.
• It is a process that occurs when ideas are
expressed in written words and in an organized
manner, responding to its structure, spelling
and elements that contribute to its
understanding and communication processes.
• It is to capture our thoughts, feelings and
emotions.
• It is a process that thrives on exploration,
socialization and questioning to make it a
meaningful activity.
• It is to let yourself be carried away by your
feelings, by what you think and capture it on a
sheet of paper or on different planes. It is to
enter the world of imagination and creativity. It
is to relax, to unburden oneself, to express in a
way that the mind and soul can open, creating
with words, a world different from the one we
live in every day. It is to be able to transmit to
the reader, all that we carry in the depths of our
being.
• It is a process in which we let our feelings and
thoughts take a course and reach the most
unexpected corners. Writing is creating a
universe of possibilities where the most absurd,
for some, can be the most wonderful for others.
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Figure 1. Hierarchy and characterization of writing for teachers
From the analysis it can be observed that, out of 46 words written by teachers, who in
order of priority characterize a piece of writing, it was found that the structure is
considered a priority in 13 of the categorized answers, 9 of the words prioritize
creativity, 7 of the words prioritize knowledge, 5 prioritize transformation, 4 prioritize
communication, 3 prioritize instrument and purpose and finally 2 prioritize thought.
In this sense, the writing process, according to the teachers' answers, prioritizes its
structure with knowledge and creativity, managing to incorporate it into the culture of
writing, which is the reason why teachers take care of teaching their practices
according to their social representations of writing. It is worth noting that for teachers,
writing requires a process that has a purpose and leads to its transformation. On the
other hand, to the question "Is writing like (write five metaphors in hierarchical
order)? The teachers responded as follows, see Table 3:
Table 2. Metaphors hierarchical order
Writing is like:(hierarchical order metaphors)
area of
knowledge
TEACHERS
Reply
0
5
10
15
Transformacion
Comunicación
Conocimiento
Estructura
Creatividad
Instrumento
Pensamiento
Proposito
5
4
7
13
9
3
2
3
Question 4. write three words in order of priority with which you
characterize the writing
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SOCIALS
S1
transforming-dreaming-melting candle-sprouting seed-
dialoguing
S2
Make yourself heard-drive change-share ideas-free yourself-
form expression.
S3
illuminate-dream-love-seduce-shine.
S4
compose-write-plot-plot-express-expose
S5
fly-imagine-float-jump-run
S6
molding-caressing-illuminating-dreaming
MATHEMATICS
M1
release-dream-walk-paint-build
M2
inspiration-dreaming-connection-rebirth-immortality
M3
to shape-to make known-to make understandable-to fly-
M4
flying-walking-thinking-reading-singing-writing
M5
imagine-dream-plan-planning-in-love-dream
M6
dream-imagine-propose-organize-think
CASTELLANO
C1
dream-imagine-meet-know-desire-travel
C2
live-dream-create-write-teleport
C3
fly-travel-drowning-can-me-me-know-you-matter-
photograph-me.
C4
dream-live-struggle-plan solutions-manifest yourself
C5
liberate-build-dream-sing-sing-paint
C6
imagine-innovate-plasmar-dream
Source: Own creation
In this sense, Cristina Soriano's research on conceptual metaphor argues that this "is
a phenomenon of cognition in which a semantic area or domain is conceptually
represented in terms of another. This means that we use our knowledge of a conceptual
field, usually concrete or close to physical experience, to structure another field that is
usually more abstract".
As shown in graph 3, we find that the representation reflected on writing is associated
with three criteria: those of action or movement, those of correlation or the systematic
co-occurrence of two domains in our interaction with the world, and the perishable
that refers to certain common features that we ourselves construct or impose when
perceiving them (Soriano Cristino 2012: p.96-97), whose cognitive, social, evaluative
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and affective categories allow us to respond to the innumerable ways of seeing the
writing process.
Figure 5. Writing is like: (metaphors hierarchical order).
Source: Own creation
Something similar occurs with the criterion called "similar", here it is observed that
teachers consider writing as a system of liberation, construction, illumination, rebirth,
gemination, etc., directly generating a social representation, which in turn is related to
the manifestation of their knowledge, whose mechanism is transformed into reflexive
acts that transcend from a structural decoding to the registration of concepts that
identify writing as a transformation of knowledge whose process is identified in words
such as: germination, planning, construction and innovation (Figure 7).
Transformation-dialogue-getting to listen-impulse-
compose-change-share ideas-getting to know-getting to
understand-reading-propose-knowing-getting to know-
getting to know.
Liberate-plasmatize-think-imagine-desire-live-create-
travel-love-fantasize-fight-manifest-construct-innovate-
plasmatize-illuminate-build-create-renew-plant-
solutions-care-about-you-illuminate-love-seduce-shine-
germinate-seed that germinates.
WRITING IS LIKE: (METAPHORS HIERARCHICAL ORDER)
SORIANO, Cristina. The conceptual metaphor. 2012
Flying-floating-jumping-jumping-running-traveling-
singing-molding-caressing-walking-painting-
teleporting-photographing.
ACTION
(MOVEMENT)
CORRELATION
(COGNITIVE)
RESEMBLE
D
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When describing the social representations that teachers have of writing (Figure 7), it
is highlighted what is implicit in the words that validate the importance of the act of
writing, which goes beyond, since it is considered an act of illumination that requires
skills to achieve the "transformation" of knowledge and it is recognized that this
requires a process that is "building" as it is manifested through a communicative
action.
Source: own creation
Graph 2. responds to the question "Do you teach students to write?", where 83% of the
teachers answer affirmatively to the question and 17% negatively. Moreover, when
asked how they do it, they open up their didactic actions regarding teaching and the
social representations they have of it, since they give answers such as:
S1: in the class process, in textual production we give basic techniques.
S2: Students relate their context or elements of their environment when writing from
a critical perspective. In addition, they see writing as a process, not as something
supernatural.
M1: Through dialogue essays depending on the area of transversality that corresponds
to me and the subject matter.
M2: In the context of each person, information is generated to a great extent. Hence,
the practical logic takes essence and through this logic, the person must take notes of
his own interest, to build his path.
C1: students are given different topics, they choose one according to their needs.
Chart 1. Identification of the writing practices carried out
by teachers of the different areas of knowledge.
0%
20%
40%
60%
80%
100%
MATEMATICAS SOCIALES CASTELLANO TOTAL
Do you teach students to write?
YES NO
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to their liking, the first effort is focused on their writing and thereafter
the text is shaped.
C2: brainstorming, socialization, discussion, drafting, peer review, feedback, editing,
publication.
Discussion
From the criterion of action or movement, teachers give meaning to writing when they
consider that the act of writing is a process of liberation in which they allow themselves
to activate their senses, such as: Flying-floating-jumping-running-traveling-singing-
singing-molding-caressing-walking-painting-teleporting-photographing: Flying-
floating-jumping-jumping-running-traveling-singing-molding-caressing-walking-
painting-teleporting-photographing, for their part, by including in the correlation
metaphors the representations they have of writing it is observed that the teachers
consider writing a process of transformation, and interaction to be able to
communicate what is thought and in this way to be able to "let off steam".
Teachers have some representations of writing and these guide their didactic actions;
however, most of them are not aware of them, but simply act according to their area of
knowledge, and the way in which this knowledge should be brought to their students,
so they are not aware when it comes to finding the causes of many of the didactic and
pedagogical behaviors towards writing in the classroom.
Conclusion
The state of the art allowed us to present the results and findings of the research,
reaffirming that the social representations that teachers have about writing have a
direct impact on classroom practices and, therefore, on the intellectual development
of students. (Ortiz. E, 2016). The researches that focus on the different disciplines are
shaped by discursive practices, which allow for a deep reflection on the teaching of
writing in the educational field, seeking to provide both theoretical and practical
elements that support and sustain the development of research in favor of the
transformation of social representations and their impact on teaching practices.
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Regarding practices, research shows that "there is a representation of "being a teacher"
that goes beyond the differences in experience in the performance of the educational
level in which they work and the different disciplinary training"; this makes it possible
to describe what teachers are and what they do, differentiating them from other groups
and other professional activities. On the other hand, "social representations about
teaching are mainly related to issues that have more to do with personal qualities than
with social conditions" (Farr, 1986).
It is important to deepen the research on the social representations of writing, since it
allows highlighting the reality that concerns the teaching inside the classroom, from a
context where external interests seek to reproduce certain structures of thought,
through the pedagogical practices developed by teachers, who unconsciously, end up
being an instrument that influences the representations generating that it becomes
embedded in society until it seems immobile.
From the various theoretical perspectives, it is necessary to frame the interaction
between social representations, practices and the teaching of writing; therefore, it is
proposed to work on the representations and practices of writing from the critical
analysis of discourse, to see that in practice not only discourse is present, but other
aspects such as interaction, social relations, identities, the material world and
representations (Fairclough, 2003, p. 180), so that this interaction "from a critical
analysis" allows teachers to be aware of their social representations when teaching the
writing process. 180), so that this interaction "from a critical analysis" allows teachers
to be aware of their social representations when teaching the writing process.
The teaching and learning process of writing that takes place in the classroom is very
limited and most of the difficulties that students have in their writing process are due
to the fact that teachers do not help them very much to write the texts assigned to
them. On the other hand, some teachers consider that writing is an activity that needs
practice, however, they develop their process according to their area of knowledge,
since they consider that due to the characteristics of their subject they are not relevant
in their teaching, for this reason, they dedicate themselves to the teaching of their
thematic contents, considering that in this way they deepen in other knowledge.
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The social representations reveal the discourse that teachers have regarding the
teaching of writing, who conceptualize it as an instrument that serves as a means of
expression of thought, whose ability and responsibility for teaching falls on them. This
description allows us to understand what teachers think and how they have
constructed their representations of writing unconsciously, revealing the multiple
ways of teaching writing in the classroom. It is important for teachers to be aware of
the social representations that are immersed in their daily work; therefore, it is
necessary to reflect on the practices and ways of teaching in the classroom, since
teachers consider taking into account their learning process, however, they do not go
deeper into their teaching from the different areas of knowledge.
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