Un recorrido por el aprendizaje de la escritura desde una perspectiva evolutivo - educativa y semiótica / An overview on learning to write from a developmental- educational and semiotic perspective

Se presenta una revisión en torno al aprendizaje de la escritura integrando aportes relevantes en los últimos 30 años de la Psicología, la Lingüística y la Semiótica. Inicialmente se analizan los usos y funciones que la escritura cumple en la cultura: la preservación, transmisión y modificación del conocimiento compartido socialmente; la regulación de la conducta social, a partir del establecimiento de leyes y la definición de roles sociales; la estandarización de una variedad lingüística y el uso estético en diversos géneros discursivos. Luego se describen los atributos que la caracterizan como objeto semiótico y las particularidades que adoptan los textos escritos según sus funciones en ciertos contextos situacionales y socioculturales. A continuación se abordan características relevantes del aprendizaje de la escritura a lo largo de la vida de las personas. Este proceso, que comienza prácticamente desde el nacimiento y se extiende durante la vida adulta, requiere múltiples dimensiones cognitivas y niveles lingüísticos correlacionados entre sí y vinculados a los contextos de uso. Tomando en cuenta cuatro dimensiones principales (metaconocimiento, conocimientos generales, conocimiento de los atributos de la lengua escrita y conocimiento procedimental) se revisan estudios que, desde una perspectiva evolutivo-educativa, han abordado la alfabetización en escritura. Esa revisión está organizada en tres momentos: antes, durante y más allá de la escolaridad. Al considerar el aprendizaje de la escritura durante la escolaridad, se focaliza en las concepciones de los aprendices acerca del aprendizaje de la escritura. Se concluye destacando la importancia de considerar el aprendizaje de la escritura desde una perspectiva multimodal que articule recursos y concepciones.

This paper presents a review about the learning of writing. It integrates relevant contributions from fields of Psychology, Linguistics and Semiotics during the last 30 years. We begin by addressing different aspects of writing as a semiotic object and synthesize its uses and functions within a culture. Writing functions as a mnemonic tool through graphic representation, allowing preservation, transmission and modification of collective shared knowledge, enabling its functioning as an epistemic tool. Writing also has regulatory functions on social behavior. It contributes to the organization of social roles and the establishment of hierarchical order through the enactment of written laws. It also contributes to the standardization of a linguistic variety -the one used for writing- in order to fulfill several official functions related to public administration and education. Consequently, the linguistic variety represented in writing usually becomes a linguistic model, outlining diverse social and personal paths in learning to write. Finally, we focus on its aesthetic and imaginative function, which is present in a variety of genres. We then describe the attributes of writing as a semiotic system, including written texts' distinctive features according to their functions in certain situational and socio-cultural settings. All writing systems have a dual nature: they constitute physical objects with an external existence that is relatively independent from its context of production, also are semiotic objects that enable to represent something else. In writing systems, a set of graphic elements are integrated on a surface. Rules conventionally established and formal properties are the base of these graphic elements. These graphic marks endure through time and space, allowing for iterative formal and conceptual revision and change. A dialectic relationship between mind and semiotic system is established, in which representational systems, as external scaffolding, expanding the possibilities of thought. Thereby, this technology of thought entails important cognitive and social transformations by helping to construct a multiple and broadening personal perspective. This will allow the conversion of own representations into meta- representations through their externalization, and the acquirement of new and more complex ways of knowing. In the second part of this article, we tackle relevant characteristics of learning to write along a person's life. This process begins almost from birth and continues through adult life, under the guide of someone with more expertise. Becoming an expert writer requires more than two decades of continuous instruction and practice. The appropriation of writing requires processes correlated at multiple cognitive dimensions and linguistic levels, deeply related to specific contexts of use. The dimensions considered are the following: metaknowledge; general knowledge about writing; specific knowledge regarding graph phonic, syntactic, and textual aspects; and procedural knowledge. We review studies regarding the different dimensions involved in this process from a developmental and educational perspective. We organize such review by considering three moments. The stage named roots of literacy comprises all the activities and conceptualizations of reading and writing that children carry out in the course of early childhood, which precedes conventional literacy. During schooling writing becomes a learning object, and children's main efforts move from mastering the alphabetic code to understanding coherence and cohesion, as well as producing texts of several types. When referring to learning to write during schooling we also focus on learners' conceptions of this process. The conceptions' viewpoint enables us to understand the learners' own perspective displayed in first person. Beyond schooling learning to write continues developing towards the ability of constructing and reconstructing knowledge through reading and writing. Finally, we analyze contributions on learning to write from a multimodal perspective. We acknowledge a research vacancy which would articulate learners' resources for text production and their conceptions about this process. Based on the idea that learning entails unfolding a variety of resources -particularly semiotic and epistemic- in a situated and contextualized manner, we propose that an articulation among the different approaches reviewed in this paper will help to overcome the deficit perspectives.

Un recorrido por el aprendizaje de la escritura desde una perspectiva evolutivo - educativa y semiótica / An overview on learning to write from a developmental- educational and semiotic perspective

Se presenta una revisión en torno al aprendizaje de la escritura integrando aportes relevantes en los últimos 30 años de la Psicología, la Ling³ística y la Semiótica. Inicialmente se analizan los usos y funciones que la escritura cumple en la cultura: la preservación, transmisión y modificación del conocimiento compartido socialmente; la regulación de la conducta social, a partir del establecimiento de leyes y la definición de roles sociales; la estandarización de una variedad ling³ística y el uso estético en diversos géneros discursivos. Luego se describen los atributos que la caracterizan como objeto semiótico y las particularidades que adoptan los textos escritos según sus funciones en ciertos contextos situacionales y socioculturales. A continuación se abordan características relevantes del aprendizaje de la escritura a lo largo de la vida de las personas. Este proceso, que comienza prácticamente desde el nacimiento y se extiende durante la vida adulta, requiere múltiples dimensiones cognitivas y niveles ling³ísticos correlacionados entre sí y vinculados a los contextos de uso. Tomando en cuenta cuatro dimensiones principales (metaconocimiento, conocimientos generales, conocimiento de los atributos de la lengua escrita y conocimiento procedimental) se revisan estudios que, desde una perspectiva evolutivo-educativa, han abordado la alfabetización en escritura. Esa revisión está organizada en tres momentos: antes, durante y más allá de la escolaridad. Al considerar el aprendizaje de la escritura durante la escolaridad, se focaliza en las concepciones de los aprendices acerca del aprendizaje de la escritura. Se concluye destacando la importancia de considerar el aprendizaje de la escritura desde una perspectiva multimodal que articule recursos y concepciones.(AU)

This paper presents a review about the learning of writing. It integrates relevant contributions from fields of Psychology, Linguistics and Semiotics during the last 30 years. We begin by addressing different aspects of writing as a semiotic object and synthesize its uses and functions within a culture. Writing functions as a mnemonic tool through graphic representation, allowing preservation, transmission and modification of collective shared knowledge, enabling its functioning as an epistemic tool. Writing also has regulatory functions on social behavior. It contributes to the organization of social roles and the establishment of hierarchical order through the enactment of written laws. It also contributes to the standardization of a linguistic variety -the one used for writing- in order to fulfill several official functions related to public administration and education. Consequently, the linguistic variety represented in writing usually becomes a linguistic model, outlining diverse social and personal paths in learning to write. Finally, we focus on its aesthetic and imaginative function, which is present in a variety of genres. We then describe the attributes of writing as a semiotic system, including written texts distinctive features according to their functions in certain situational and socio-cultural settings. All writing systems have a dual nature: they constitute physical objects with an external existence that is relatively independent from its context of production, also are semiotic objects that enable to represent something else. In writing systems, a set of graphic elements are integrated on a surface. Rules conventionally established and formal properties are the base of these graphic elements. These graphic marks endure through time and space, allowing for iterative formal and conceptual revision and change. A dialectic relationship between mind and semiotic system is established, in which representational systems, as external scaffolding, expanding the possibilities of thought. Thereby, this technology of thought entails important cognitive and social transformations by helping to construct a multiple and broadening personal perspective. This will allow the conversion of own representations into meta- representations through their externalization, and the acquirement of new and more complex ways of knowing. In the second part of this article, we tackle relevant characteristics of learning to write along a persons life. This process begins almost from birth and continues through adult life, under the guide of someone with more expertise. Becoming an expert writer requires more than two decades of continuous instruction and practice. The appropriation of writing requires processes correlated at multiple cognitive dimensions and linguistic levels, deeply related to specific contexts of use. The dimensions considered are the following: metaknowledge; general knowledge about writing; specific knowledge regarding graph phonic, syntactic, and textual aspects; and procedural knowledge. We review studies regarding the different dimensions involved in this process from a developmental and educational perspective. We organize such review by considering three moments. The stage named roots of literacy comprises all the activities and conceptualizations of reading and writing that children carry out in the course of early childhood, which precedes conventional literacy. During schooling writing becomes a learning object, and childrens main efforts move from mastering the alphabetic code to understanding coherence and cohesion, as well as producing texts of several types. When referring to learning to write during schooling we also focus on learners conceptions of this process. The conceptions viewpoint enables us to understand the learners own perspective displayed in first person. Beyond schooling learning to write continues developing towards the ability of constructing and reconstructing knowledge through reading and writing. Finally, we analyze contributions on learning to write from a multimodal perspective. We acknowledge a research vacancy which would articulate learners resources for text production and their conceptions about this process. Based on the idea that learning entails unfolding a variety of resources -particularly semiotic and epistemic- in a situated and contextualized manner, we propose that an articulation among the different approaches reviewed in this paper will help to overcome the deficit perspectives.(AU)

El aprendizaje de distintos dominios notacionales según niños de preescolar y primer grado / A aprendizagem de distintos domínios notacionais de acordo com crianças de pré-escolar ou primeira série do ensino fundamental / Learning of different notational domains according to kindergarten and first grade children

Se investiga si las concepciones de los niños acerca del aprendizaje adoptan matices diferentes según tres dominios notacionales: dibujo, escritura y notación numérica. Se entrevistó individualmente a 120 alumnos de preescolar (60) y primer grado (60) de escuelas públicas en Argentina. Se aplicó la lexicometríaa las transcripciones de sus respuestas completas a tres preguntas referidas a la actividad, dificultades y metasen relación al propio aprendizaje del dibujo, escritura o notación numérica. Los resultados revelan diferenciassignificativas en cómo los niños refieren el contenido de aprendizaje y a sí mismos como aprendices según eldominio, indicando una teoría interpretativa del aprendizaje en relación al dibujo y la notación numérica, y una teoría directa en relación a la escritura.

Investiga-se se as concepções das crianças sobre a aprendizagem adotam matizes diferentesconforme três domínios notacionais: desenho, escritura e notação numérica. Foram entrevistados individualmente120 alunos de pré-escolar (60) e de primeira série do ensino primário (60) de escolas públicas na Argentina.Foi aplicada a lexicometria às transcrições de suas respostas completas a três perguntas referidas à atividade, às dificuldades e metas em relação à própria aprendizagem do desenho, escritura ou notação numérica. Os resultados revelam diferenças significativas em como as crianças referem o conteúdo da aprendizagem e a si mesmos como aprendizes de acordo com o domínio, indicando uma teoria interpretativa da aprendizagem emrelação ao desenho e à notação numérica, e uma teoria direta em relação à escritura.

The study explores whether children’s conceptions of learning vary according to three notational domains: i.e., drawing, writing and numerical notation. One hundred and twenty children were individually interviewed in public schools in Argentina (60 Kindergartners and 60 first-graders). Lexicometry was appliedto the transcriptions of children’s complete responses to questions about the activity, difficulties and goals inrelation with the own learning of drawing, numerical notation or writing. Results reveal significant differencesin how children refer to the content of learning and to themselves as learners according to the domain. In relation to drawing and numerical notation, an interpretative implicit theory of learning is inferred. Instead,children seem to hold a direct theory of learning in the domain of writing.