Aprendizaje de la escritura en estudiantes de Básica Primaria durante la enseñanza remota de emergencia: rezagos, desarrollos y desafíos

Abstract

Abstract: During the period between 2021 and 2023, emergency remote education had an impact on the development of writing skills in primary school students in Ecuador and the Latin American region. The objective of this study was to understand the consequences of emergency remote teaching on the learning of writing in students in Ecuador and other countries, in order to integrate new contributions to the didactic sequencing of writing texts. The research makes a critical assessment of the teaching and learning of writing, based on research that aimed to identify possible gaps, developments and challenges in these processes. A qualitative bibliographic exploration and a hermeneutic study were carried out, using the strategy of discursive textual analysis of scientific articles found in international databases. The results indicate significant impacts on the development of skills for the production of texts, highlighting the need to adjust pedagogical strategies to the virtual environment. It is thus concluded that writing is among the learnings lost due to the effects of the global pandemic, which, although it is true that they were already evident before the pandemic, became more acute with the lockdown. This therefore requires revisiting those contributions that indicate that writing is a social practice and that it involves establishing strategies and methods that include the social and cultural context of the student to obtain meaningful learning.