Producción de Textos Argumentativos Escritos en Contextos Rurales: Una Mirada a la Prácticas de Enseñanza en el grado Noveno

The doctoral proposal is oriented toward ninth-grade students from the Educational Institutions of the Tunjuelito locality in the southern area of Bogotá. The population faces daily struggles within their family context, and their social realities do not provide them with opportunities to be reflective, to express opinions, or to question their experiences of violence, hunger, and loneliness. For this reason, the production of written argumentative texts will allow them to engage in a completely liberating form of communication: “That is why it is necessary to create those moments in which one can think, reflect, even in silence, exchanging with others either in writing or in speech” (Meirieu, 2013, p.18). This type of collaborative communication enables students to express their thoughts, communicate their feelings, allow themselves to be heard by others, and establish interactions that only language and writing can foster. In the students’ argumentative writings, entire paragraphs copied from other authors are evident, showing a lack of originality, creativity, and personal perspective. Textual coherence and cohesion are absent, and the language does not meet communicative demands. This research aims to understand the changes that occur in students as they develop discursive levels in their argumentative writings through didactic units constructed from epistemic approaches. The study is framed within phenomenology, which allows us to understand the realities in which students are immersed, under a socio-critical paradigm and a qualitative approach. The type of research is interactive, within the modality of action research, aiming to transform the perception of present realities. The design and application of instruments are guided by documentary review, semi-structured interviews, and observation. It is expected that Spanish language teachers, when designing didactic units, take into account the epistemic constructs that frame language teaching and incorporate the social realities in which students are immersed.