Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks

Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks

Textbooks are central to educational public policies as they operationalize the school curriculum. However, most activities are expositive and reproductive, with little attention to the epistemic potential of reading and writing to promote learning in the disciplines. Drawing from Writing to learn a...

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Autores principales: Navarro, Federico, Ávila, Natalia, Cárdenas, Marcelo
Formato: Online
Lenguaje:spa
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020
Acceso en línea:https://redie.uabc.mx/redie/article/view/2493
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spelling redie-article-24932024-05-08T20:42:14Z Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks Lectura y escritura epistémicas: movilizando aprendizajes disciplinares en textos escolares Navarro, Federico Ávila, Natalia Cárdenas, Marcelo Writing across the curriculum writing instruction writing processes reading processes writing assignments. Lectura y escritura a través del currículum enseñanza de la escritura procesos de escritura procesos de lectura tareas de escritura. Textbooks are central to educational public policies as they operationalize the school curriculum. However, most activities are expositive and reproductive, with little attention to the epistemic potential of reading and writing to promote learning in the disciplines. Drawing from Writing to learn and Learning to write movements, this article aims to depict a theoretically-informed, systematic and replicable pedagogical proposal to teach reading and writing in Mathematics, Natural Sciences and Social Sciences in the basic education curriculum; the proposal was materialized in 107 teaching sequences that were included in 24 Chilean textbooks between 2015 and 2017. The proposal included identifying diverse and engaging genres across the curriculum; selecting textbooks disciplinary activities demanding the reading and writing of those genres; constructing teaching sequences through socializing expectations, modeling processes, and facilitating linguistic resources and procedures. El texto escolar es objeto de promoción en políticas públicas educativas porque operacionaliza el currículum escolar. Sin embargo, predominan actividades expositivas y reproductivas con escasa atención al potencial epistémico de la lectura y la escritura para promover aprendizajes en las disciplinas. Siguiendo la perspectiva de Escribir para aprender y Aprender a escribir, el propósito de este artículo es presentar una propuesta didáctica fundamentada, sistemática y replicable de enseñanza de la lectura y la escritura en Matemáticas, Ciencias Naturales y Ciencias Sociales de educación básica, materializada en 107 cápsulas didácticas que se incluyeron en 24 libros de texto chilenos entre 2015 y 2017. Se identifica la riqueza y diversidad de géneros discursivos a través del currículum, se seleccionan actividades situadas de libros de texto que incluyan leer o escribir esos géneros, y se construyen secuencias didácticas con socialización de expectativas, modelamiento de proceso y facilitación de recursos y procedimientos lingüísticos. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2020-05-20 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf application/xml https://redie.uabc.mx/redie/article/view/2493 10.24320/redie.2020.22.e15.2493 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1-13 Revista Electrónica de Investigación Educativa; Vol. 22 (2020); 1-13 1607-4041 spa https://redie.uabc.mx/redie/article/view/2493/1998 https://redie.uabc.mx/redie/article/view/2493/1999 https://redie.uabc.mx/redie/article/view/2493/2028 Derechos de autor 2020 Federico Navarro, Natalia Ávila, Marcelo Cárdenas https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language spa
format Online
author Navarro, Federico
Ávila, Natalia
Cárdenas, Marcelo
spellingShingle Navarro, Federico
Ávila, Natalia
Cárdenas, Marcelo
Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
author_facet Navarro, Federico
Ávila, Natalia
Cárdenas, Marcelo
author_sort Navarro, Federico
title Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
title_short Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
title_full Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
title_fullStr Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
title_full_unstemmed Epistemic Reading and Writing: Promoting Disciplinary Learning in Textbooks
title_sort epistemic reading and writing: promoting disciplinary learning in textbooks
description Textbooks are central to educational public policies as they operationalize the school curriculum. However, most activities are expositive and reproductive, with little attention to the epistemic potential of reading and writing to promote learning in the disciplines. Drawing from Writing to learn and Learning to write movements, this article aims to depict a theoretically-informed, systematic and replicable pedagogical proposal to teach reading and writing in Mathematics, Natural Sciences and Social Sciences in the basic education curriculum; the proposal was materialized in 107 teaching sequences that were included in 24 Chilean textbooks between 2015 and 2017. The proposal included identifying diverse and engaging genres across the curriculum; selecting textbooks disciplinary activities demanding the reading and writing of those genres; constructing teaching sequences through socializing expectations, modeling processes, and facilitating linguistic resources and procedures.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2020
url https://redie.uabc.mx/redie/article/view/2493
_version_ 1798984258859040768

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