Lack of Connection between Curriculum Guidelines on Writing and Their Teaching Practices in the School Context

Abstract

The research is conducted from the interpretive paradigm, its approach is qualitative and its design is based on educational action-research. It returns to conceptual references about writing propositions and, for the establishment and definition of the problem, the orientations of curriculum guidelines and of the prevailing practices in the classroom on the teaching of writing are analyzed. Among the results, it is noted that the prescribing practices of teaching writing are manifested in the learning of students and, of course, in their writing. It can be concluded that the orientations of the curriculum guidelines on writing do not profoundly affect teaching practices, and therefore we continue to work on a writing model conceived as a product and not as a cognitive and social process.