Relatos y revisión de pares como prácticas de literacidad escolar

The paper presents the results of a doctoral thesis whose objective was to analyze the narratives of fifth grade students in a public school in the municipality of Girardota (Colombia) as literate practices in relation to intentional peer review. The study problematizes the use of institutionalized literate practices that respond to disjointed curricular demands of students and their sociocultural context. For this, the story is taken as narrative and vernacular literate practice, which acts as a significant scriptural trigger because it originates in the student's own life, which affects his role as a writer and peer reviewer. A qualitative methodology with a hermeneutic-comprehensive epistemological approach was used. The population was a group of fifth graders from the Emiliano García Educational Institution (Girardota, Colombia). The collection and analysis of the information shows that literacy practices in school contexts generate social changes from the articulation between the everyday and the academic. In this case, the story resulting from peer review, as a social practice, manages to contextualize writing in the school and points out an accurate path towards social justice, by strengthening the students' literacy.