Puestas en com�n de respuestas escritas a gu�as de lectura en materias del nivel secundario

Abstract

Although reading and writing activities entail an epistemic potential, not every reading and writing task carried out in class fosters the learning of disciplinary contents. In this study, we analyze classes observed in three areas of the Social Sciences from a high school of Buenos Aires City. We identified two categories of situations when students and teacher share the written answers to questionnaires, which take place after students reading: “To endorse answers and to move on to another issue” and “To return to answers in order to continue developing the theme”, preeminent the former and scarce the latter. These results contribute to the debate on the teaching interventions necessary for enabling that reading, writing and discussing about what has been read or written, could promote the learning of disciplines across the curriculum.