Abstract In the process of construction of social representations of historical facts (RSHH) built by ordinary citizens of Aburrá Valley, Colombia, it was possible to show how from power valences, from dominant elites that make use of political rhetoric, the media, and basic education, stereotyped versions of history are produced and reproduced. In this way, a hegemonic memory is reproduced and from which actors are prefabricated as the only cause of violence and other actors are exculpated, by including the same elites, politicians, and the State, who determine themselves as victims and not as actors of the armed conflict in Colombia. Thus, these RSHH end up configuring and objectifying an absolute enemy with whom political negotiation is impossible, which translates into a barrier for the construction of peace and reconciliation in Colombia.

Resumen En el proceso de construcción de las representaciones sociales de hechos histórico (RSHH) construidas por ciudadanos del común del Valle de Aburrá (Colombia) se pudo evidenciar como a partir de valencias de poder, desde élites dominantes que hacen uso de la retórica política, los medios de comunicación y la educación básica, se producen y reproducen versiones estereotipadas de la historia. Se posiciona así una memoria hegemónica que se reproduce y desde la cual se prefabrican actores como única causa de la violencia y se exculpan otros actores que incluyen a las mismas élites, políticos y al Estado, quienes se auto determinan como víctimas y no como actores del conflicto armado en Colombia. Así, estas RSHH terminas configurando y objetivando un enemigo absoluto con el cuál es imposible una negociación política, que se traduce en una barrera para la construcción de la paz y la reconciliación en Colombia.

Abstract The study of genre through different perspectives has contributed to a better understanding of how writing performs a major role in the enculturation process students must undergo when entering the university context. Considering that written genres instantiate the specific practices of disciplines, their different ways of doing and knowing (Carter, 2007), this study aims, by means of a qualitative approach, at exploring the way literacy in academic writing is addressed, according to the discourse of teachers and students of five different disciplinary communities at a Chilean university, based on the approach to their particular genres. The results reveal that, in the communities addressed, literacy in academic writing is conceived under two distinctive orientations: a formative and a prescriptive one, each of them associated to genres displaying expert and instructional characteristics, respectively.

This paper presents the results of a field work carried out with the aim of measuring the impact of a pedagogical program to foster in the writing ability of students attending public schools in the cities of Valparaíso and Viña del Mar in Chile. The methodogical design was of a quasi experimental study and the data was gathered both in the control group and in the experimental group on four occasions: a) a pretest, before the program, b) a postest, at the end of the 8 months program, c) another test of similar characteristics, after a 4 month period (including the two month summer vacations) to see whether the gains obtained persisted, and d) a third test aimed to measure the same strategies as the other tests but this time in a different context: that of a Biology class to see whether the students were capable of transfering the writing strategies learned in their language class to another domain. The results are rather revealing of the necessity of teaching writing strategies across the curriculum and not only during language classes. It is also possible to infer from the data that this pedagogical program has to be reformulated to be more effective in the long run

Este trabajo presenta los resultados obtenidos en una investigación en terreno, de diseño semi-experimental, acerca del desarrollo de estrategias de producción escrita, llevado a cabo en establecimientos educacionales de la región de Valparaíso, Chile. La recolección de datos se llevó a cabo en cuatro etapas: en la primera se aplicó un pretest; en la segunda -al finalizar un período de 8 meses de intervención- un postest para evaluar el resultado de dicha intervención; en la tercera, un segundo test para comparar los resultados obtenidos con el postest anterior y así comprobar la persistencia de lo aprendido; y en la última, un tercer test, diseñado para medir las mismas habilidades de producción escrita que en el pre y los postest anteriores, pero enmarcado dentro de la asignatura de Biología, para observar si lo aprendido se podía transferir a otros dominios disciplinarios. Los resultados entregan ciertas ideas acerca de la necesidad de que las actividades de escritura se desarrollen dentro de un marco comunicativo, reflexivo y eminentemente transdisciplinario y del replanteamiento de la intervención como una modalidad de innovación adecuada y eficaz