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{"title":"La conexión en el discurso oral de estudiantes secundarios: limitaciones y desafíos","authors":"Jorge Osorio, M. Henríquez, I. Cisternas","doi":"10.14483/22486798.15240","DOIUrl":"https://doi.org/10.14483/22486798.15240","url":null,"abstract":"espanolEl presente articulo tiene como objetivo caracterizar la funcion de conexion de un grupo de estudiantes de segundo ciclo de ensenanza media, a partir del repertorio de conectores utilizados en una tarea de renarracion. La muestra estuvo conformada por 15 escolares chilenos, que cursaban 3° y 4° medio en un establecimiento diurno particular subvencionado de la comuna de Florida, region del Biobio. Los resultados senalan que los relatos: i) en su mayoria, tienen marcadores de inicio y cierre; ii) contienen un repertorio limitado de conectores; y iii) se evidencia una sobreabundancia del conector subespecificado (y). Esto ultimo permite concluir que el desarrollo de la competencia narrativa oral aun requiere de disenos explicitos, sistematicos y progresivos que permitan a los escolares ampliar su repertorio activo de conectores en contexto narrativo. EnglishThe aim of this article is to characterise the connection function of a group of secondary students on the basis of a set of connectors utilised in a re-narration assignment. The sample was formed by 15 third and fourth grade Chilean secondary school students attending the daytime schedule at a subsidised school in the municipality of Florida, Biobio region. The results revealed that stories, in most cases, had starting and closing textual markers, had a limited set of connectors and had an excessive use of the ‘and’ connector. This allows us to conclude that the development of oral narrative competence still requires explicit, systematic and progressive designs, allowing school students to expand their active repertoire of connectors in the narrative context.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"169-183"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42180382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflexiones y percepciones sobre la evaluación automatizada del discurso escrito","authors":"Ricardo Alberto Benítez","doi":"10.14483/22486798.14311","DOIUrl":"https://doi.org/10.14483/22486798.14311","url":null,"abstract":"espanolEste articulo presenta reflexiones y percepciones acerca de un potencial problema en la ensenanza y aprendizaje de la escritura en el ambito escolar y universitario: su evaluacion con instrumentos computarizados. El conflicto entre esta evaluacion y la realizada por humanos puede constituir motivo de debate y analisis, como ya lo es en Estados Unidos. Alli, varios experimentos han intentado automatizar las evaluaciones de composiciones escritas. Sin embargo, los resultados han sido insatisfactorios desde el punto de vista tanto de los investigadores como de los estudiantes, a cuyos productos escritos se les ha aplicado dicha evaluacion. Este articulo, por tanto, surge de la inquietud por indagar las percepciones de estudiantes universitarios acerca de su disposicion a recibir retroalimentacion y evaluacion de sus composiciones escritas a traves de un instrumento automatizado. Para recabar esta informacion, se les solicito que contestaran en linea si estarian dispuestos o no a someter la evaluacion de sus trabajos escritos a una computadora con la posibilidad de agregar comentarios. Las respuestas y los comentarios fueron categorizados como positivos, negativos e indecisos. Las negativas obtuvieron la mayoria, seguidas de las positivas y las indecisas. Se concluye que faltan estudios de mayor envergadura que exploren las percepciones tanto de estudiantes como de profesores de produccion escrita para obtener resultados mas consistentes y que las instituciones que decidan. EnglishThis article describes the thoughts and perceptions regarding a potential problem when teaching and learning writing skills in school and university environments: assessments of writing using computerised instruments. The conflict between this assessment and the one carried out by humans may be subject to discussion and analysis, as it has been in the United States, where several experiments have attempted to automate written compositions. However, the results have been unsatisfactory according to both the researchers and the students whose written output had been subjected to such assessment. Therefore, the present article aims to enquire into the perceptions of university students with respect to their willingness to receive feedback and evaluations on their written compositions through an automated instrument. To gather this information, students were asked to respond online as to whether they would be willing to subject their work to evaluation by a computer, including the option to add comments. Responses and comments were classified as positive, negative and undecided. Most of them responded negatively, followed by positive and undecided votes. It can be concluded that there is a need for further in-depth studies exploring the perception of both students and professors to obtain more consistent results. In addition, institutions that opt to use automated instruments to assess written assignments should explain its advantages and disadvantages.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"227-240"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44989578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Contrato e identidad de sujetos infieles en Deseando amar, de Wong Kar-Wai","authors":"J. A. P. Flórez","doi":"10.14483/22486798.14651","DOIUrl":"https://doi.org/10.14483/22486798.14651","url":null,"abstract":"espanolEl presente articulo estudia, a partir de metodos y teorias de la semiotica, los contratos que los actores principales del filme Deseando amar, de Wong Kar-Wai, estipulan en pro de la identidad de sus conyuges (personajes que mantienen entre si una relacion pasional clandestina). A partir del momento catastrofico, el objetivo de los acuerdos tiende a la comprension del origen de la infidelidad; en otras palabras, los sujetos protagonistas emprenden un programa narrativo con un fin semiosico y, para ello, simulan ser y hacer como los sujetos infieles. El analisis figurativo, narrativo y axiologico, que surge del metodo de la Escuela Semiotica de Paris, da cuenta de como los objetivos de la relacion contractual se logran mas por sentir que por ser y hacer como los otros. De esta manera, se concluye, en primera instancia, que la interpretacion identitaria del alter conlleva la comprension identitaria del ego, y, en segundo lugar, que el ocultamiento de la infidelidad se configura como la salida a la sancion social negativa. EnglishThis article studies the agreements made by the main characters in the movie In the Mood for Love by Wong Kar-Wai in favour tities (who have a secret love affair), based on semiotic methods and theories. After the catastrophic events of the film, the agreements try to understand the origin of infidelity. In other words, the leading characters undertake a narrative programme with a semiosic objective, and to that end, they pretend to be and act like their unfaithful spouses. The figurative, narrative and axiological analysis that arises from the Paris School of Semiotics method explains how the objectives of the contractual relationship are better achieved for what they feel rather than by what the others are and do. It can therefore be concluded that, first, the identity interpretation of the alter gives rise to the identity understanding of the ego. Second, concealing infidelity takes the form of a way out of negative social sanctions.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"277-287"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47954826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Categorías culturales en la instrumentalización del proceso lector y escritor","authors":"Doris Vanegas Vanegas, Aura Alexandra Ramón Vanegas","doi":"10.14483/22486798.14137","DOIUrl":"https://doi.org/10.14483/22486798.14137","url":null,"abstract":"espanolLa forma como organizamos el conocimiento del mundo en categorias y lo expresamos a traves del lenguaje influye en la calidad del proceso lector y escritor. No obstante, se da por obvio el reconocimiento y uso de las categorias, sin detenerse en ellas durante la mediacion de la lectura y la escritura; hecho que afecta su instrumentalizacion cognitiva. Concebir categorias culturales como nociones de un sistema, un factor, una clasificacion, una funcion, por ejemplo, no siempre se da por si mismo. Motivo por el cual, en la fundamentacion teorica y metodologica de las categorias propuestas, se ha tenido en cuenta el reconocimiento del imaginario cultural, el pensamiento categorial, y la delimitacion de funciones cognitivas de entrada, de elaboracion y de salida, propuestas por Feuerstein (1993) como via para la instrumentalizacion cognitiva que se evidencia en la lectura y la escritura. Una heuristica de la realidad y del lenguaje como metodologia ha facilitado la precision y el estudio de las categorias culturales. Ya es conocida la utilidad de las herramientas cognitivas como mapas conceptuales y mentefactos; pero, sin duda, las categorias culturales tambien ayudan en la instrumentalizacion cognitiva de la lectura y la escritura, esenciales en la formacion investigativa y profesional. Los resultados se evidencian en el inventario de categorias culturales, en su clasificacion y en como favorecen la instrumentalizacion de las funciones cognitivas presentes en la lectura y la escritura. Las categorias culturales tambien viabilizan la instrumentalizacion del lenguaje y de la cultura. EnglishHow we organise the world’s knowledge into a hierarchy and express it through language influences the quality of the reading and writing process. Nonetheless, identifying and using the categories are processes that are unnoticed and not paid attention to while reading and writing, which affects cognitive instrumentalisation. Understanding cultural categories as the notions of a system, a factor, a classification or of a function, for example, does not always occur by itself. Thus, the theoretical and methodological foundations of the proposed categories have considered identifying the cultural imaginary, the categorical thinking and the delimitation of cognitive functions at the input, development and output levels, proposed by Feuerstein (1993) as a method for cognitive instrumentalisation that becomes evident in reading and writing. Heuristics of reality and language as a methodology has facilitated the precision and study of cultural categories. The usefulness of the cognitive tools as concept maps and mentifacts is already known. However, cultural categories are also clearly an aid in the cognitive instrumentalisation of reading and writing, which are essential for research and professional training. The results are evident in cultural categories’ inventory and classification and how they favour the instrumentalisation of the cognitive functions present ","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"267-275"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66687708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Factores exógenos, teorías implícitas y procedimientos lingüístico-discursivos en la escritura científica","authors":"Adriana Gordillo Alfonso","doi":"10.14483/22486798.15199","DOIUrl":"https://doi.org/10.14483/22486798.15199","url":null,"abstract":"espanolEn este articulo se presentan algunos resultados de la investigacion titulada “La escritura cientifica en los profesores universitarios colombianos”, que tuvo como proposito analizar los factores institucionales, academicos e individuales, como posibles variables que hacen mas dificil la tarea del profesor universitario, al momento de escribir articulos cientificos como producto de su investigacion. Para alcanzar el objetivo planteado, este estudio emplea una metodologia cualitativa. La poblacion participante estuvo conformada por 15 profesores de universidades colombianas. Para la obtencion de los datos se utilizaron tres instrumentos: el cuestionario, la entrevista y el formato LDE (linguistico, discursivo y estructural). Los resultados indican que factores como el prestigio institucional, el salario, los recursos institucionales y el tiempo son variables que afectan la motivacion de quien escribe. Igualmente, las teorias implicitas o concepciones de los profesores sobre la escritura cientifica influyen en el proceso de escritura y en los modos de organizacion discursiva de los articulos. EnglishThis article presents some results of the research, entitled ‘Scientific writing of Colombian university professors’. This research aimed to analyse institutional, academic and individual factors as possible variables that—when writing scientific articles for their research—makes the tasks of university professors more difficult. To achieve the stated objective, this study uses a qualitative methodology. The participating population comprised 15 professors from Colombian universities. Three instruments were used to obtain the data: the questionnaire, interview and the LDE format (linguistic, discursive and structural). The data show that factors such as institutional prestige, salary, institutional resources and time are variables that affect the writer’s motivation. Similarly, implicit theories or conceptions of teachers.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"184-198"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44693693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"El dispositivo pedagogía de proyectos: intervención/inserción y grupos grandes","authors":"Assane Diakhaté","doi":"10.14483/22486798.14940","DOIUrl":"https://doi.org/10.14483/22486798.14940","url":null,"abstract":"espanolEn este articulo se describe una experiencia con estudiantes de una escuela primaria en Senegal, en el marco de una investigacion sobre los dispositivos pedagogicos adaptados a grupos grandes. Para ello hicimos alli la transposicion del dispositivo de pedagogia de proyectos, iniciado e implementado por mas de treinta anos por Annie Couedel en la Universidad Paris 8, con el fin de responder a las grandes preocupaciones de la escuela en los paises de Africa subsahariana, en general, y de Senegal, en particular. Se trata de asumir los efectos, que no cesan de aumentar, de la problematica del aprendizaje del frances como segunda lengua y de la adaptacion de los contenidos de la ensenanza a las realidades de la vida cotidiana. Para tal efecto, hemos propuesto y demostrado la pertinencia de nuestro dispositivo como solucion a este dificil asunto de los grupos grandes, por cuanto ha demostrado ser eficaz al proponer no solamente una pedagogia activa, sino tambien un proceso que le confiere valor a las lenguas nacionales. Finalmente, hemos aportado respuestas a la articulacion entre el interior y el exterior, dado que nuestro dispositivo integra aprendizaje y necesidades sociales, culturales, politicas y economicas. Alineados con los principios del dispositivo, conjuntamente con los estudiantes, lo implementamos durante seis meses y logramos poner en funcionamiento proyectos que, en cierta media, han impulsado la transformacion real de las actitudes de los estudiantes, de los docentes y de su entorno en muchos niveles. EnglishThis article describes the experience of students from a Senegalese elementary school within the framework of a research study on learning tools adapted to large groups. To this effect, project-based learning tools, launched and implemented for over 30 years by Annie Couedel at Paris University 8, was transposed in this institution to address major academic concerns in sub-Saharan African countries in general and Senegal in particular. This entails addressing the constantly growing effects of the difficulties of learning French as a second language and adapting teaching content to the realities of everyday life. For this purpose, the relevance of our tool as the solution to this difficult issue among large groups has been proposed and shown, as its efficiency has been proven by proposing not only an active learning method but also a process that adds value to national languages. Finally, this study has provided answers for the interaction between the inside and the outside, as our tool incorporates learning as well as social, cultural, political and economic needs. This has been implemented for six months with students in accordance with the tool’s principles and achieved the implementation of projects that have led to an actual transformation of attitudes from students, teachers and their environment to a certain extent at many levels.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"241-253"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45377471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enseñanza de la lengua: una mirada ampliada y transversal","authors":"Gustavo Bombini","doi":"10.14483/22486798.15398","DOIUrl":"https://doi.org/10.14483/22486798.15398","url":null,"abstract":"En 1997 la Organizacion de Estados Iberoamericanos (OEI) llevo adelante un estudio denominado proyecto Interlingua, cuyo proposito era hacer un relevamiento de planes de estudio y programas de lengua y literatura en la escuela secundaria en Iberoamerica. Participaron en esta iniciativa especialistas de varios paises del Cono Sur y de Espana, quienes observaron el lugar de la lengua y la literatura como disciplinas de ensenanza. Como el propio documento senala, los paises del area iberoamericana se hallaban a mediados de la decada de 1990 en pleno proceso de reforma curricular y esta situacion enriquecio el contenido de documento producido.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"289-297"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42700172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corrección de textos escritos: estrategia didáctica y fundamento evaluativo para la lingüística","authors":"J. Gil","doi":"10.14483/22486798.15030","DOIUrl":"https://doi.org/10.14483/22486798.15030","url":null,"abstract":"espanolEste articulo es el resultado de una investigacion teorico-practica de las tecnicas tradicionales de correccion. Se respalda en el analisis cualitativo del proceso de correccion de dos textos escritos por dos alumnos de 9 y 12 anos de una escuela primaria publica de Mar del Plata, en Argentina. Los datos analizados y los resultados obtenidos son representativos y valiosos tanto para la didactica de la lengua como para la linguistica teorica. Por un lado, el analisis cualitativo permite fundamentar un conjunto de criterios gracias a los que se les puede explicar a los estudiantes como mejorar sus producciones escritas. Por otro, el analisis de las tecnicas de correccion permite dar cuenta de los aspectos que intervienen en la evaluacion de un texto: la ortografia, la puntuacion, la sintaxis, la conectividad entre oraciones, la coherencia global y aun la pertinencia y la creatividad. Resulta de interes que las pautas de correccion tradicionales contribuyan a dar cuenta de que es y como funciona la evaluacion, no solo para la didactica de la lengua, sino tambien para la linguistica teorica. EnglishThis article is the result of a theoretical-practical study of traditional correction techniques. It is supported by the qualitative analysis of the correction process of two texts that were written by two students aged 9 and 12, respectively, in a public elementary school in Mar del Plata, Argentina. The data analysed and results obtained are representative and valuable for language pedagogy and theoretical linguistics. On one hand, the qualitative analysis allows us to propose a set of criteria in which students can be taught how to improve their writing. On the other hand, the analysis of correction techniques also allows us to account for the aspects that are part of evaluating a text: spelling, punctuation, syntax, connectivity between sentences, global coherence, even relevance and creativity. It is of special interest that the traditional correction criteria contribute to what an evaluation is and how it is conducted, not only for language pedagogy but also for theoretical linguistics.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"211-226"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48670409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"La argumentación en la política pública de la Cátedra de la Paz","authors":"Yulia Katherine Cediel Gómez, Giovanny Olave Arias, Mireya Cisneros Estupiñán","doi":"10.14483/22486798.14357","DOIUrl":"https://doi.org/10.14483/22486798.14357","url":null,"abstract":"espanolEl presente articulo tiene como objetivo evaluar el rol de la argumentacion en tres documentos que forman parte de la politica publica que reglamenta la implementacion de la Catedra de la Paz en las instituciones educativas colombianas. La evaluacion tiene como base los planteamientos de la filosofia para la paz y de la retorica argumentativa contemporanea. La metodologia que se utiliza es la teoria fundamentada. El estudio muestra que se privilegia una mirada normativa de la argumentacion, la cual instrumentaliza este topico como un elemento para la resolucion de los conflictos. Se concluye que es necesario posicionar la ensenanza de la argumentacion desde la retorica con el fin de brindar herramientas para la profundizacion linguistica de los conflictos y la valoracion de la diferencia en las democracias multiculturales actuales. EnglishThis abstract aims to assess the role of argumentation in three documents that are a part of the regulatory public policy on the implementation of the Chair for Peace in Colombian educational institutions. This evaluation is based on philosophical approaches to peace and modern rhetorical argumentation, using the Grounded Theory methodology. The study shows that a regulatory approach to argumentation is preferred, which instrumentalises this topic as an element for conflict resolution. Finally, we concluded that teaching argumentation from a rhetorical perspective is essential in providing tools for the linguistic strengthening of conflicts and the assessment of differences in current multicultural democracies.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"255-266"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42144530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Una propuesta para enseñar argumentación desde el modelo de Biggs","authors":"Diana Carolina Rodríguez Orbea, Martha Cecilia Giraldo Montoya","doi":"10.14483/22486798.14444","DOIUrl":"https://doi.org/10.14483/22486798.14444","url":null,"abstract":"espanolEl presente articulo es el resultado de una intervencion pedagogica en la Universidad Autonoma de Occidente, de Cali, con estudiantes de primer semestre de Ingenieria y de Ciencias Administrativas del curso de Expresion Oral y Escrita, impartido por el Departamento de Lenguaje en el primer semestre de 2018. En este trabajo se reflexiona y describe la incidencia de una secuencia didactica orientada hacia la ensenanza de la argumentacion desde el modelo de Toulmin, Morras y Pineda (2007) y disenada desde la propuesta pedagogica de Biggs (2005), autor que constituye el referente teorico principal del Proyecto Educativo Institucional (PEI) de la universidad. La metodologia empleada fue la sistematizacion de experiencia, propuesta que data de la decada de 1970 y las categorias observadas fueron la problematizacion, la actuacion y la autorregulacion en el proceso de ensenanza/aprendizaje. La experiencia muestra la importancia de proponer pedagogias activas en el aula que posibiliten el desarrollo de la argumentacion como una estrategia de razonamiento y aprendizaje. Se concluye que el diseno de experiencias desde estas concepciones puede propiciar un aprendizaje profundo a partir de la construccion de practicas reflexivas tanto de estudiantes como de docentes. EnglishThis article is the result of a pedagogical procedure present at the Universidad Autonoma de Occidente in Cali, with first semester students of Engineering and Administrative Sciences attending the Written and Spoken Discourse course, provided by the Language Department in the first semester of 2018. This work considers and describes the impact of a didactic sequence that focuses on teaching argumentation from the perspective of the model developed by Toulmin, Morras and Pineda (2007), designed on the basis of the pedagogical approach proposed by Biggs (2005), the primary theoretical mentor of the university’s Institutional Educational Project. The methodology used was the systematisation of experiences, a proposal that dates back to 1970, while the analysed categories were problematisation, behaviour and self-regulation in the teaching and learning process. This experience shows the importance of proposing active teaching methods in class, facilitating the development of argumentation as a strategy for reasoning and learning. We concluded that the design of experiences from these concepts may foster deep learning based on the construction of reflective practices, both by students and teachers.","PeriodicalId":51972,"journal":{"name":"Enunciacion","volume":"24 1","pages":"199-210"},"PeriodicalIF":0.1,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46173249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}