Acceso usuarios
Aldo Bazán Ramírez, Aldo Mauricio Ferrari Belmont, Greys Castro Melo, Ulises Delgado Sánchez, César Alberto Hernández Rodríguez
Fueron analizadas 130 autobiografías realizadas por 66 niños y 64 niñas de sexto de primaria procedentes de escuelas rurales en el sur de México, tomando como referente el aprendizaje esperado “Elaborar autobiografías” que forma parte de la competencia Producción de textos, establecida en el currículum oficial de primaria. Las autobiografías fueron analizadas en dos niveles, formal, como logro académico, y funcional, como interacción psicológica. En el primer caso, sólo el 23.8% cumplió con los estándares curriculares establecidos. En el segundo caso, se encontró que los participantes tienden a referir con mayor frecuencia acontecimientos de su actividad escolar, que de su vida familiar. Adicionalmente se encontró que los estándares formales de la autobiografía y la diversidad de acontecimientos referidos por los niños no guardan correspondencia, lo cual sugiere que deben revisarse los programas y planes de estudio, incorporando de una manera más relevante la dimensión funcional del mismo.
The autobiography as expected learning and linguistic behavior in Mexican rural children. 130 autobiographies from sixth grade children from public countryside schools of the state of Morelos, México, were analyzed (66 male students and 64 female students). Taking as a reference the expected learning “Write an autobiography” which is part of “Text production” competence, from the official curriculum. The autobiographies were analyzed in two levels, as academic achievement (formal level) and as a psychological interaction (functional level). Within the first level, it was observed that only the 23.8% achieved all the curricular standards established. In the functional level of analysis, it was found that the children tend to refer more frequently to events from their scholar activities than from their family life. Furthermore, it was found that the curricular standards of the autobiography and the diversity of events referred by the children do not correlate, which suggests that the official curricular standards must be reviewed with the purpose to include a functional dimension in teaching autobiographical writing competence.
