INVESTIGACIONES DE LA ESCRITURA EN LA EDUCACIÓN BÁSICA EN CHILE: REVISIÓN DE UNA DÉCADA (2007-2016)

Abstract

The review provides a synthesis of the basic education writing research carried out during the 2007-2016 period in Chile. Through the integrative review method, 27 academic sources were identified and classified into two main areas of study: writing learning and writing instruction. In the area of student writing learning, research has focused mainly on the analysis of linguistic knowledge (spelling and sentence production) and the evaluation of the quality of texts, mostly in narrative texts, and to a lesser extent expository and opinion. In the area of teaching writing, attention has been focused mainly on understanding the teaching practices of story writing or opinion texts. Less attention, they have dedicated to the study of the practices of evaluation of the writing and of the needs of initial and continuous formation of the professors related to the didactics of the writing. It also highlights the absence of national surveys and observational studies with teachers from other regions than the Metropolitan Region, which provide a more complete picture of the teaching practices of writing that occur in different educational contexts, in terms of teaching and evaluation strategies, as well as the text genres that teachers use to teach writing, in addition to the frequency with which they teach writing, compared to the teaching of reading and orality. Based on a synthesis of results in each area, the review proposes recommendations for future studies of writing in the Chilean context of basic education.