Análisis bibliométrico de cuatro fuentes internacionales sobre las concepciones de la escritura
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
La enseñanza de la escritura es fundamental en el proceso de aprendizaje de los estudiantes. Sin embargo, el término “escritura” no logra entenderse del todo claramente, porque las distintas maneras en que las personas la conceptualizan están influenciadas por los discursos derivados de los contextos sociales y académicos en los que se encuentran inmersas. Con el propósito de llenar este vacío, el presente artículo deconstruye y analiza las tradiciones en las que se ha construido la concepción de la escritura en el marco teórico de cuatro fuentes primarias, a partir de un conjunto de variables/criterios (idioma, título, ciudad de publicación, año de publicación, editorial y género discursivo textual). Para ello, se sistematizaron y analizaron cualitativa y cuantitativamente las 74 fuentes que aparecen en los marcos conceptuales de Cassany (1993), Orlando (2012), Giraldo (2015) y Piñeros, Orjuela y Torres (2018). Los resultados muestran que las principales tendencias encontradas permiten reconocer las tradiciones fundamentales en las que se ha construido la concepción de la escritura dentro de los marcos teóricos de las cuatro fuentes primarias.
Teaching writing is essential in the learning process of students. However, the term “writing” is not fully understood, as the different ways in which people conceptualize it are shaped by discourses influenced by the social and academic contexts in which they are immersed. To address this gap, this article deconstructs and analyzes the traditions through which the conception of writing has been constructed within the theoretical frameworks of four primary sources, based on a set of variables/criteria (language, title, city of publication, year of publication, publisher, and textual-discursive genre). To this end, the 74 sources included in the conceptual frameworks of Cassany (1993), Orlando (2012), Giraldo (2015), and Piñeros, Orjuela, and Torres (2018) were systematized and analyzed both qualitatively and quantitatively. The results show that the main trends identified help to recognize the key traditions in which the conception of writing has been developed within the theoretical frameworks of these four primary sources.
Teaching writing is essential in the learning process of students. However, the term “writing” is not fully understood, as the different ways in which people conceptualize it are shaped by discourses influenced by the social and academic contexts in which they are immersed. To address this gap, this article deconstructs and analyzes the traditions through which the conception of writing has been constructed within the theoretical frameworks of four primary sources, based on a set of variables/criteria (language, title, city of publication, year of publication, publisher, and textual-discursive genre). To this end, the 74 sources included in the conceptual frameworks of Cassany (1993), Orlando (2012), Giraldo (2015), and Piñeros, Orjuela, and Torres (2018) were systematized and analyzed both qualitatively and quantitatively. The results show that the main trends identified help to recognize the key traditions in which the conception of writing has been developed within the theoretical frameworks of these four primary sources.
Descripción
Palabras clave
Escritura, Bibliometría, Bibliografía, Educación
Citación
Garay, B. (2020). Análisis bibliométrico de cuatro fuentes internacionales sobre las concepciones de la escritura [Trabajo de investigación de bachillerato, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2204