Didactic Strategies to Foster Textual Production in Ninth Grade Students of the IED. José Eusebio Caro in Barranquilla

Abstract

Currently, the teaching of writing faces significant challenges due to the limited emphasis placed on the development of textual production skills from an early age. This problem manifests not only at the basic and university education levels but also in the professional sphere, where difficulties are observed in drafting essays, monographs, and theses. Against this backdrop, the question arises: how can strategies be implemented to develop written production? The research titled "Didactic Strategies to Foster Textual Production," carried out at the José Eusebio Caro District Educational Institution, aims to design strategies that favor the development of written language as a process. To this end, it proposes methodological and didactic strategies that benefit and strengthen writing competence, based on the approaches of Ferreiro (2005), Cassany (1996), Teberosky (2002), and Niño (1994). The study adopts an interpretive perspective and a qualitative methodology. Data collection and analysis, conducted through semi-structured interviews with a student focus group, allowed for the identification of categories such as writing skills, textual production strategies, and teacher roles. The proposed strategies promote a pedagogical approach that enhances student learning, strengthens free writing, group work, and teacher intervention. It is recommended that this strategy be disseminated among educational staff for application, with the aim of improving students' writing competence across different educational levels.