Narrative Textual Writing in the Learning of Students of Education

Abstract

This article presents partial results of an investigation that sought to identify the writing practices in students of the Bachelor of Secondary Education of the Universidad Aut?noma de Sinaloa, with the aim of examining which texts are in the learning of the professional discipline. The methodology is qualitative. The data collection was via a semi-structured interview with a sociocultural approach. The interviews were applied to 21 subjects from an eighth semester group and four of their teachers. The theoretical foundations address the social practice of written culture, the difficulties that arise when writing academic texts, writing from subjects and during university studies, the group review of texts that pays for personal rewriting and the inclusion of centers dedicated exclusively to writing. As part of the results, the students expressed that they spend an average of eight hours per week to compose and sustain a writing, there is a preference for writing literary speeches, difficulty in writing considering the grammatical question, predisposition to draw a route or plan before starting to write, an inclination to write alone and a tendency to write texts where it is clean, bright, cool, quiet, with large, fixed tables and windows overlooking the trees. In the teachers' responses, it stands out that young people resort to narrative text to shape different jobs requested. Among the conclusions is the fact that the scriptural composition in the university demands rewriting actions in company and in groups in order to promote personal learning. This points to the inclusion of writing centers where it is possible to start from narrative structures that lead to the construction of academic texts.