THEORETICAL FRAMEWORK

DEFINITION OF LANGUAGE

Writing is one of the broadest forms of communication and therefore it is necessary for
students to write clearly and concisely. Some schools understand that writing is the
part of language that helps train humans to form thought or cognition.

Sara Agudelo (1988) “General language and writing in particular are essential
elements for the development, education and training of man.”

Writing is conceived as an instrument of communication, thought and knowledge, as

an object of reflection and analysis; taking an orientation towards the construction of
meaning through multiple codes and ways of symbolizing.

As an instrument of training, language allows the development of a process of

integration into society. As an instrument of thought, it makes it possible to organize,
systematize and express ideas, feelings and desires and as an instrument of
knowledge, it constitutes a mediation in the acquisition of knowledge in all other areas
and in the formation of values, aptitudes and skills.

Writing as an arbitrary and conventional system of signs and as a system of

relationships and meanings constitutes a scientific discipline that becomes an object of
reflection and analysis. .

Writing can be understood as the way in which words are selected and combined, and
which is inherent to individuals and groups.

Structuralists say that language has three hierarchically organized levels: Sounds,
combinations of sounds to form words, and combinations of words to form sentences
and phrases. At the phonemic level they analyze sounds; In the syntactic morpheme,
the combinations of sounds are described in units with meaning (morphemes and their
combinations to form words), in the syntagm the focus is on the combinations of words
that form sentences and phrases.

According to Brooks 1997; The teacher helps the student by showing the inadequacy
in his reasoning and the way language is used.
With this exercise, the teacher will obtain knowledge about the student's way of
reasoning and with the vision that if such a linguistic system is changed, the
hypothetical constructions, regardless of whether they intend to explain the same
empirical objects.
 Taken from the introduction to literature class, the teacher addressed a topic from
Jakobson, teaching us that language when it aims to establish or maintain
communicative contact. We always resort, in one way or another, to expressions
whose purpose is, in Jakobson's own terms, to establish, prolong or interrupt
communication, to
Make sure that the communication channel works, to get the attention of the
interlocutor or confirm if their attention is maintained.
According to Rincón Bonilla (1997), some of the planning tasks can be addressed
when working with children through the following questions:

 What are we going to do or learn?_Topic_

 What do we want to know about this?_ Subway
 further_
 Why?_Objectives and hypotheses_
 How?_Activities_
 When?_Schedule_
 Where?_Spaces_
 With what? Resources_

EXECUTION OR DEVELOPMENT
In this phase, the project is launched, that is, concrete and intentional actions are
implemented to resolve problems identified in the previous stage. At this time, there is
the possibility of making adjustments, taking into account the dynamics of reality that
may affect or intervene in planning.
It also requires bibliographic consultation that must always be present throughout the
process and actions of the committed community, which must exercise monitoring and
control to not lose sight of the purposes of the work and correct any errors that may
occur. present in achieving the objectives
The evaluation

This phase is comprehensive and experienced as a comprehensive and permanent

process, since in the execution of the projects it is important to review the development
of the planning, the objectives that have been proposed, the possibilities of change, as
well as the impact caused on the committed community.
 The evaluation also allows us to systematize the knowledge and data obtained in order
to, after an analysis, draw conclusions that provide elements for carrying out other
projects and thus improve pedagogical practice in the classroom.

Conversation, observation and review constitute some of the basic instruments in the
evaluation process, which can be seen from three perspectives: one's own in relation
to oneself (self-evaluation); one's own with that of the other (co-evaluation); that of
others in relation to that of one's own (Heteroevaluation).

THE ROLE OF THE TEACHER IN THE PROJECT METHOD IN THE CLASSROOM

- Goes from being the sole possessor of knowledge to being a streamliner of knowledge
processes: He asks questions, formulates hypotheses and seeks information, which
he will share with his students in an intentional and creative way.
- Design strategies that encourage the comparison of information from different children,
contrast their sources and analyze them to present them later.
- Encourages children to deepen their relationships to think more carefully and complexly;
at the same time that it promotes experiences that promote significant learning.

- Be attentive to the concerns that arise in children, to encourage their expression, and in
turn, activate their prior knowledge to allow them to find answers to these questions
through a group construction, in which each one contributes.
- It allows the child to feel like a unique being, with his own ways of expressing himself
and with his particular ways of appropriating knowledge, as well as helping him
understand that this difference from the other allows him to make a unique contribution
to the collective construction that is carried out.
- Promotes the construction of innovative proposals in the face of obstacles that arise and
prevent the completion of the project.
- Encourages children to expand their fields of interest, and also propose new experiences
and encourages them to use new resources.
- Accompanies the students' learning process with the purpose of making it more
complete and rigorous, and in turn, stimulates them so that they themselves follow up
on their work.
- Promotes and guides the search for information not only in bibliographic sources but also
in members of the community who, through their actions and knowledge, can enrich
the construction of knowledge.

This is how the educator must become aware of the need to prepare, not only from the
pedagogical point of view, but also from the scientific and technological point of view,
 to successfully support the child's experience in recognition, appropriation and
transformation.

Functions of children's language according to J. Piaget (1926)

The functions of children's language can be divided into two large groups: Egocentric
Language and Socialized Language.
The work related to language is oriented mainly to the study of the development of
logical and reasoning processes in children and how these processes are reflected in
their changing use of language.

In egocentric language, the child, when speaking, does not worry about his
interlocutor, nor if someone is listening to him, he generally talks about himself and
topics that concern him.

Socialized language is characterized by the mastery of information and its

communication to the outside, in an adaptive way by the child.

LANGUAGE CLASSES

Non-linguistic codes refer to a wide variety of forms and communication systems with
which man, without using articulated language, can construct and transmit messages.
“In daily life we constantly resort to mimic language (we raise our hand to greet); to the
pictorial or icon (road signs and comics). On the other hand, languages are also
mathematical symbols, musical signs, the numerous conventional signs used in the
different branches of science or technology, as well as the various “languages” used
today in the field of computers.
The following languages are the most used in the daily life of each individual.

 Oral language.
 Gesture language.
 Written language.
 youth language

The Swiss psychologist Piaget (Hispano-American Pedagogical Institute): was

convinced that the child structures his ability and his knowledge based on his
environment and himself, by structuring his experiences, impressions, and organizing
his instruments of expression. So when the child listens to a fantastic or fairy tale,
which is about something new, he can learn and assimilate with the help of his
previous concepts and experiences, and to reach a deeper understanding and develop
 his new concept, the child accommodates his new knowledge to their old knowledge.
As confirmed by many psychological antecedents, the child's fantasy is one of the
most important conditions for the assimilation of social experience and knowledge.
(Taken from the introduction to literature class).

Albert Einstein ( www.ilustardos.com ): said that imagination is more important than

knowledge. Knowledge is limited. Imagination circulates the world (…) When I
examine myself and my ways of thinking I come to the conclusion that the gift of
fantasy has meant more to me than my talent for absorbing positive knowledge.

According to statements by Emilio Ferrero (1980) “Writing has an extra-school origin

and it evolves in the child through modes of organization that the school is unaware of,
because it has inherited from the time of the training of the scribes, the care for the
faithful reproduction.” This confirms that the school does not know how to treat the
writing process, ignores it or represses it, ignoring that good writing is that produced by
the child himself.

Juan Amos Comenio (1592-1670); says that nature is not confused in its operations,
but that progress passes distinctly from one point to another, schools should be so
organized that the student deals with a single subject of study at each opportunity. In
all the operations of nature, development comes from within (bird formation process)
the student must first understand things and then remember them and the teacher
must recognize all methods of study.

Braslaviski Berta (in her latest work, she is emphatic when she points out: And since
the child attributes a symbolic function (meaning) to his first
Records, the solution of continuity between “readiness” cannot be accepted
“initiation”, or between “mechanical reading” and “comprehensive reading”, or between
encoding-decoding (understood as phoneme-grapheme relationship) and
comprehension
From the text. On the contrary, literacy (learning to read) is considered
Writing) as a continuous process.
What is the consequence of all the preceding considerations in the search to promote
the construction of the written language from the constructive proposal?
Well, in the approach from the proposal that we are proposing, the learning of reading
and writing is not artificially divided into the typical phases (preparation, and initial and
comprehensive phase); and it seeks, on the contrary, to work from the beginning and
permanently, based on the comprehensive, communicative and pragmatic aspects of
the written language, recovering the social and cultural functions; and always having
as a frame of reference, all the construction and understanding processes that children
at different times have about this object of knowledge.
 Emilia Ferreiro (1979), together with many language scholars, have carried out
exhaustive research on the way in which children learn written language; To do this,
they have been guided by the constructivist theory of Jean Piaget. In his research the
following premises:

- Reading is not deciphering, but rather constructing meaning from graphic signs and the
reader's thought patterns.
- Writing is not copying, but rather producing meaning through graphic signs and the
thought patterns of the writer.
- Reading and writing are not restricted to the school space.

The aforementioned authors show us how boys and girls, in a process of active inquiry
and construction, approach the alphabetic system in different ways depending on
many factors; what problems arise, how they are resolved and the different
hypotheses that are formulated in the attempt to understand this object of knowledge,
writing.
Furthermore, the results of this research revealed three major levels of the writing
system construction process:

Decroly (1932) privileged collective teaching, he highlighted the spontaneous activity

of children created by vital needs.

Claparede (1940) Recognizes that interest must be the center of learning and,
therefore, the role of the teacher is to stimulate it to awaken intellectual and moral
needs. It postulates a pedagogy centered on the child as a being who lives in a
situation conducive to learning.
Montessori (1952) The axes of her theory are freedom, activity and autonomy, since
they make self-learning possible, pedagogically, the method she proposes is
supported by research and work, activities in which the child acts with freedom and
can create a suitable environment to experience, act, work, assimilate and nourish
your spirit.
Freinet (1966) Initiator and main promoter of a pedagogical renewal movement based
on educational cooperation, since through it new forms of work and study emerge and,
furthermore, because knowledge and life are generated in collective work.
For good child learning there are three essential factors: The child learns by observing,
investigating and making discovery through his or her own experience. The project
method arises based on this thought.
Rousseau (1778) proposed the child as the center of the school and the architect of
his personal training and education.

The elements contributed by previous pedagogues are basic postulates that project-
based teaching takes up today in addition to the significant contribution of J. Dewey
(1952) The new school, which emerged as a reaction to the old educational systems of
the 19th century. In the new school, educational activity must respond to the needs,
desires, spontaneity, freedom and inner discipline of the student. In short, its purpose,
among others, is preparation for life.

According to Díaz (1952), composition requires creativity and the capacity for
invention. In addition to interpretation and logical and coherent inferences with the
reality that is going to be contextualized, composition enriches the writing process
because you learn to write by writing; He affirms it that; “The act of writing is an
opportunity to think coherently about a specific topic with a clear communicative
purpose, on a particular occasion.”

Written production competence

According to Torrado Pacheco (2000), the issue of competencies is not an educational

novelty, since this concept has been investigated and reflected on for a long time, only
now it has been reformed according to the guidelines of the current educational policy.

"We can affirm that the issue of competencies does not correspond to a new
pedagogical fashion
This author maintains that the concept of competition in the field of education allows
for the renewal of school processes to improve the quality of education.

Regarding the concept of competence, there are many authors who have concerned
themselves with defining it, among them we have:
ICFES (1997) According to its given guidelines, competencies are defined as “know-
how in a context. In this concept, the interest in education focuses on the formation of
integral subjects with the ability to understand, interpret and change their social reality.
and not as a container that stores knowledge.

Chomsky (1983) From cognitive theory defines competence as the knowledge of

abstract rules or principles that regulate the linguistic system, which we assume is
represented in the minds of the speakers, therefore linguistic competence is partially
innate in the sense it has. knowledge as a starting point and does not derive from
experience.

Pinto (1999) talks about competency-based curricular models that go beyond the
modernization of the school and makes us reflect on the type of society and human
being that we want to form. According to this concept of competencies, education must
reorient many of the teaching practices and carefully review the contents and curricular
activities. If education is interested in training competent people, it must stop the
 imposition and unilateral transmission of knowledge and make the student an agent.
that helps build this same knowledge.

Educating for the development of skills is allowing the construction of knowledge, the
active and responsible participation of students, the collective creation of knowledge,
meanings and realities, and of a human being who develops as such through the
encounter with the another and with culture.

The student comes to school with potential abilities that only need to be activated
through learning by doing and good support from an adult and in this case the teacher
there; Cognitive autonomy will depend on exploring the possibilities that written
language has.

Curricular guidelines (1998) Competencies are defined in terms of “the capabilities that
a subject has to

After having raised different concepts of competence, addressing various currents of

thought, emphasis will be placed on the competence and sub-competences that they
have.
It has more to do with the production of texts, where the student no longer only knows
about the language and its functions, or “knows about the language” (grammatical
theory, rules of use of linguistic signs, theory of punctuation...); but rather explore with
language “doing with language”, that is, the use that is given to it in communicative
situations. For example, the production of coherent and relevant statements in their
communicative performance.

According to Daniel Cassany (1988); a cooperative organization of work: The group

writing activity promotes cooperative work; The members play the role of “provisional
recipients” of the writing and the exchange of critical judgments allows a kind of double
point of view to be used during the task, while the suggestions from each other favor
the mutual observation of writing strategies. used and the acquisition of those that
prove to be most effective.

Only to the extent that cooperative living environments exist.

An activity where all phases of writing have a place: Unlike school writing where
students quickly launch into writing and deliver their writing without reading it, a writing
project enhances the planning and revision phases, and offers extensive time for them
to do it. Students must attend to the planning, textualization and revision of the writing,
not as a linear process, but as a cyclical one.
 W. H. Kilpatrick (1918); For good child learning there are three essential factors: The
child learns by observing, investigating and carrying out discovery through his or her
own experience. The project method emerged based on this thought and defined it as
a preconceived activity in which the dominant design sets the end of the action, guides
its process and provides its motivation.
García and Palacios (1991), after carrying out a comparative analysis of various
definitions of school performance, conclude that there is a double point of view, static
and dynamic, that concern the subject of education as a social being. In general,
school performance is characterized as follows: a) performance in its dynamic aspect
responds to the learning process, as such it is linked to the student's ability and effort;
b) in its static aspect it includes the product of learning generated by the student and
expresses a behavior of use; c) performance is linked to quality measures and
valuation judgments; d) performance is a means and not an end in itself; e)
performance is related to ethical purposes that include economic expectations, which
makes a type of performance necessary based on the current social model.
Meanwhile, we can also add other topics that influence this problem. The student is
responsible for his or her learning, and to demonstrate ability and effort to achieve it; In
addition, it must be taken advantage of because its performance is measured by
indicators, which are the evaluative means, influencing this problem, the social
moment with its economic and class-ethical drawbacks.
In line with this characterization and in direct relation to the purposes of the research, it
is necessary to conceptualize writing performance. To do this, it is necessary to first
consider two basic aspects of performance: the learning process and the evaluation of
said learning. The learning process will not be addressed in this study. Regarding
academic evaluation, there is a variety of postulates that can be grouped into two
categories: those aimed at achieving a numerical value (or another) and those aimed
at promoting understanding, in terms of also using evaluation as part of learning. In
this work, we are interested in the first category, which is expressed in school
qualifiers. Grades are the quantitative or qualitative notes or expressions with which
the level of academic performance in students is assessed or measured. School
grades are the result of exams or continuous evaluation to which students are
subjected. Measuring or evaluating school performance is a complex task that requires
the teacher to act with maximum objectivity and precision (Fernández Huerta, 1983;
cit. by Alaga, 1998b).

Elizagaray Seaweed. (1937). It talks about the four ages of the child in their
evolutionary process: the age of rhythm, the age of imagination, the heroic age and the
romantic age. According to his criteria, these four successive and cumulative ages
define the fundamental tastes of the child, according to his spiritual growth, which is in
harmony with the development of intelligence proposed by Jean Piaget in his book Six
Studies in Psychology. According to Alga Marina Elizagaray, we must select texts and
literary genres for children, following the process of the four ages. That is the clearest,
most complete, most profound and simplest idea regarding how we should initiate new
individuals into literature. songs, poems, rhymes, couplets, rhythms, strings... from the
age of two, three or four, adventures, mysteries, from the age of eight or ten, and
finally, loves, passions and all literature, from the age of thirteen or fourteen.
Storytelling begins at two or three years of age and, in addition to the enchanted
experience that it represents, it is the main auxiliary of training in the mother tongue,
because it is the best way to expand the vocabulary, because the act itself educates.
the ability to listen because it awakens interest in reading and provides the sweetest
memories. Storytelling can be simply oral narration or reading aloud.

Composition requires creativity and the capacity for invention. It also requires
interpretation and logical and coherent inferences with the reality that is going to be
contextualized. Composition enriches the writing process because you learn to write
by writing; According to Díaz (1995), he states that; “The act of writing is an
opportunity to think coherently about a specific topic with a clear communicative
purpose, on a particular occasion.”

In composition it is necessary to cultivate the ability to analyze, contrast, compare,

apply, summarize, establish causal relationships and draw analogies; only then will
this become an enriching source of the writing process.

Linguistic competence, according to Gloria Calvo, in November 2007

Gloria Calvo in November (2007): I relate the skills. Linguistics says that this work
addresses linguistic and communicative competences, interchangeably, which has
been the subject of multiple discussions that mark two trends in research:
Communicative competence is necessarily, and in itself, and a linguistic competence.
Battin (1872): says that expression in the child is instinctively reflected and takes place
without the child having wanted it or being conscious. In the organ of speech its
primary purpose is to serve respiration and nutrition. The first forms of communication
refer to bodily needs.

According to Julio Borrego (1961): he tells us about the history of linguistics, the
teaching projects and the tradition of the classrooms, they have taught us that the
discovery of linguistics throughout the 20th century could be schematized according to
a series of milestones. repeated in society. The project method as a pedagogical
strategy that favors the teaching of writing.

John H. Pestalozzi (1746-1827): The model of the school is the home, he felt a special
predilection for poor children and towards and towards whatever was within his reach
to improve their destiny.
According to him, general education is more important than specific education and the
teaching of ethics cannot be separated from education. God is man's greatest need for
knowledge.-

Claudia Ivonne Giraldo Gómez (Anthology of the fantastic story. XIX century. Siruela
Editorial. 2000. Barcelona): The issue that you have very kindly invited me to raise, the
importance of promoting fantastic literature in teaching, has, as we will see, an initial
complication, which will need to be cleared up before we can think about whether or
not it is useful in teaching. Fantastic literature, if it can become, in itself a pedagogical
tool. It is about elucidating what we are talking about, since, on the one hand, there is
a genre that within the literary heritage is known as fantastic literature; and on the
other, we know that all literature is fictional. We could take the concept, fantastic
literature, as one that names all literary creation; or separate within all past, present
and future literature, the specific genre of fantastic literature. From fantastic literature.
If we take the first option, we would agree that literature, as writing, is eminently
fictional for two reasons that found it, that make it what it is: the first is that every act of
writing reveals a void: in the At the moment of writing the reader, whether assumed or
implicit, is not present, he occupies the place of emptiness in that attempt at
communication that is writing. As Saussure would say, the reader does not respond to
the writing, and therefore the communicative act is closed in writing. On the other
hand, in the act of reading, it is the writer who is not present and cannot, beyond what
he has written, respond to the reader. In one case or another, text and reading
produce the concealment of the writer and the reader. In their place, a space that we
can call emptiness takes place. In that game in which communication does not occur
on the level of reality, but on its referential level, which will be the task of reading,
everything that makes it credible is also fiction, a work of imagination, wisdom and
composition. .

Humberto De La Cruz Arroyave (1999): without information there is no communication,

it is the essence. To communicate we need the spoken, written or acted word.
Take action. While it orients the perceiver or receiver, it did something that the sender
manifests.
Express. Something that the sender carries within himself.
It represents. Something that both the sender and the receiver interpret as real, take it
to the world of signs and understand it. These three categories intersect, giving rise to
sentence constructions.

Freud: defined fantasy as a phenomenon inherent to thought, as a psychic activity that

is at the basis of play in children and in the art of adults, since unsatisfactory instincts
are the driving forces of fantasy and each fantasy is a satisfaction of desires, a
rectification of unsatisfactory reality. Both play and art help the individual to endure a
reality underpinned by emotional conflicts and social contradictions.