La enseñanza de los razonamientos lógico-gramaticales: instrumentación de secuencias didácticas

Abstract

The Research Project “University and the intervention in the Educational System: the first language teaching”, analyzed students´ difficulties with textualization when starting university. Considering the results obtained at writing texts evaluation by new students, we found the necessity to seek for the effects of the didactic proposals or the absence of them at previous teaching levels. Our theoretical approach focuses on the socio- discourse interactionism for the analysis of the textual architecture at three overlapping level, which allow fi nding textualization and enunciation mechanisms as passages to the grammatical analysis with logic and semiotic reasoning, which are included in different types of discourse. We have registered how young students, who have fi nished secondary school, used reasoning and with this information we can design different didactic sequences for primary and secondary education levels, in order to articulate several text dimensions. The implementation of these sequences and its evaluation allow formulating a teaching methodology for grammatical reasoning.