Escritura en español de estudiantes de educación de la Universidad de Carabobo.

Abstract

The social, cultural and spiritual importance of writing determines its leading role in the educational stage since the written language is the privileged axis of almost all the school work. Argumentative writing is not especially approached in the preuniversity levels; an evasive process exists with regard to argumentation, and not only in primary but also in secondarily and still in the university, due to the polemic character that learning of argumentation can generate. In the present work, the argumentative written production (in opinion articles) of students of Instrumental Spanish was studied after a pedagogic intervention was developed, which aimed at modifying and enriching the knowledge on the textual construction for argumentation in order to demonstrate the importance of integrating it to academic programs to produce thinking and critical individuals. The theoretical frame was based on the approaches of the theory of Significant Learning, Metacognition as a process of knowledge, campaign to raise public awareness and control of the learning processes, the Textual Linguistics, the Discursive Orders and the Types of Text with Argumentative Plot. The investigation was based on a study of descriptive character, faced towards the field design since the compilation of the information was done straight from the students of Instrumental Spanish, using participant and structured observation since a correction instrument was prepared for the written productions. The final scores showed that it is possible to generate changes in the attitude of students and a to raise consciousness in textual production.