Keywords
early childhood
readers response
writing
How to Cite
Abstract
This article discusses how children´s literature mediates between students‘ personal experiences and the text, producing various written discourses. Two strategies that helped contextualize meaning are described from a sociocultural view of reading: the literary conversation and the literary journal. Three vignettes illustrate how oral and written texts show the transaction between child and author. In these vignettes situated meanings were developed through three thematic axes: identity, justice and affection. Finally, the paper shows how teacher researchers reflect about the relationship between theory and practice.
How to cite:
Cuevas-De Jesús, E. (2013). "Todos podemos ser lo que queramos": El discurso escrito como vivencia en el aula. Cuaderno de Investigación en la Educación, 28, 61-73. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13572
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