Representaciones y prácticas de docentes de educación básica en el campo de la lectura y la escritura

this article describes the representations of basic school teachers and the learning situations that take place in schools of zulia state in order to promote reading and writing and to encourage its learning. the study aimed at detecting those changes that must be introduced in the teaching practice within this field. to do so, class sessions of eight teachers from six schools were observed and registered during one year. physical evidences of their representations and practices were compiled, such as plan notebooks, students？ notebooks and evaluation instruments; also, field notes were taken of their informal comments. the data were analyzed with reference to the constant comparative method of glasser and straus. the result evidences the need to introduce changes in school dynamics such as: planning by means of learning projects, reading and writing of various texts in functional and communicative contexts, textualization of classrooms and schools, encouragement of coexistence in the classroom, and metacognition.