<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682022000200022</article-id>
<article-id pub-id-type="doi">10.22235/pe.v15i2.2774</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Prácticas docentes en la enseñanza de las habilidades inferiores de la escritura]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching Practices in The Teaching of the Lower Skills of Writing]]></article-title>
<article-title xml:lang="pt"><![CDATA[Práticas pedagógicas no ensino das capacidades inferiores da escrita]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chávez Delgado]]></surname>
<given-names><![CDATA[Francisca Salomé]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soto Muñoz]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz-Abrines]]></surname>
<given-names><![CDATA[María Loreto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>22</fpage>
<lpage>43</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682022000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682022000200022&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682022000200022&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El desarrollo de habilidades inferiores resulta importante para el aprendizaje de la escritura, pues la generación de texto puede alcanzar un mejor estándar en la medida que haya un mayor dominio y automatización de estas. El objetivo de este estudio es analizar las prácticas docentes en el desarrollo de habilidades inferiores implicadas en la escritura en estudiantes de primero básico. Se desarrolló una metodología mixta, con una primera fase cuantitativa y una segunda fase cualitativa. En la primera fase, se realizó una encuesta a 19 profesoras a fin de caracterizar las estrategias de enseñanza y de retroalimentación que utilizan para promover las habilidades inferiores de la escritura. En la segunda fase, se buscó comprender las razones para utilizar determinadas estrategias, mediante entrevistas semiestructuradas a 6 participantes. Los resultados indicaron que las prácticas se caracterizan por ser tradicionales, que las docentes utilizan la letra ligada para enseñar a escribir, que la actividad a la que le dedican mayor cantidad de tiempo es a la caligrafía, que para automatizar la escritura usan una imagen estática con la instrucción del movimiento, que el recurso más utilizado por las docentes es el cuaderno Caligrafix y que utilizan un feedback valorativo. Finalmente, las razones por las que las docentes utilizan ciertas estrategias están condicionadas por la imposición de los equipos directivos y por la tradición.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The development of lower skills is important for the learning of writing, since the generation of text can reach a better standard when there is a greater mastery and automation of these skills. The objective of this study is to analyze teaching practices in the development of lower skills involved in writing in first grade students. A mixed methodology was developed, with a first quantitative phase and a second qualitative phase. In the first phase, 19 teachers were surveyed to characterize the teaching and feedback strategies they use to promote lower skills in writing. The second phase sought to understand the reasons for using certain strategies through semi-structured interviews with 6 participants. The results indicated that the practices are characterized by being traditional, that teachers use linked handwriting to teach writing, that the activity to which they dedicate the most time is calligraphy, that to automate writing they use a static image with movement instruction, that the resource most used by teachers is the Caligrafix workbook, and that they use evaluative feedback. Finally, the reasons why teachers use certain strategies are conditioned by the imposition of management teams and by tradition.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:O desenvolvimento de competências inferiores é importante para a aprendizagem da escrita, uma vez que a produção de texto pode atingir um melhor padrão, na medida em que existe um maior domínio e automatização destas competências. O objetivo deste estudo é analisar as práticas de ensino no desenvolvimento de competências inferiores envolvidas na escrita em alunos do primeiro ano do ensino fundamental. Foi desenvolvida uma metodologia mista, com uma primeira fase quantitativa e uma segunda fase qualitativa. Na primeira fase, 19 professores foram questionados a fim de caracterizar o ensino e as estratégias de feedback que utilizam para promover as competências inferiores de escrita. Na segunda fase, procurou-se compreender as razões da utilização de estratégias particulares através de entrevistas semi-estruturadas com 6 participantes. Os resultados indicaram que as práticas se caracterizam por serem tradicionais, que os professores utilizam a letra cursiva para ensinar a escrita, que a atividade a que dedicam mais tempo é a caligrafia, que para automatizar a escrita utilizam uma imagem estática com a instrução do movimento, que o recurso mais utilizado pelos professores é o caderno Caligrafix e que utilizam feedback avaliativo. Finalmente, as razões pelas quais os professores utilizam determinadas estratégias são condicionadas pela imposição de equipes de gestão e pela tradição.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[escritura]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[habilidades inferiores]]></kwd>
<kwd lng="es"><![CDATA[patrones motores.]]></kwd>
<kwd lng="en"><![CDATA[writing]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[lower skills]]></kwd>
<kwd lng="en"><![CDATA[motor patterns.]]></kwd>
<kwd lng="pt"><![CDATA[escrita]]></kwd>
<kwd lng="pt"><![CDATA[estratégias]]></kwd>
<kwd lng="pt"><![CDATA[capacidades inferiores]]></kwd>
<kwd lng="pt"><![CDATA[padrões motores.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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