RESUMEN Objetivo: La transición entre Educación Parvularia y Educación Básica es una problemática identificada en las prácticas y la teoría pedagógica actual. En este contexto, las bases para la comprensión neurocientífica de la enseñanza de la lectoescritura es un sesgo epistemológico persistente y débilmente abordado en la investigación, por lo que se convirtió en el problema de origen del presente artículo. Este tiene como objetivo fundamentar en el plano neurocientífico la enseñanza de la lectura y la escritura en la transición educativa entre los niveles Transición II de Educación Parvularia y primero básico. Método: Los fundamentos expuestos tienen como precedente la revisión crítico-reflexiva de publicaciones científicas de los últimos cinco años, con focos en las indexadas en las bases de datos Scopus, Web of Science, DOAJ o Dialnet, en acceso abierto y en idiomas inglés y español. Resultados: La estructuración lógico-argumentativa aportó la construcción de tres núcleos de conocimiento referidos a: 1) la conceptualización de la transición educativa y términos asociados; 2) las bases neurobiológicas de la lectura y escritura en la infancia; y 3) los predictores cognitivos y modelos del proceso lector. Conclusión: El principal valor científico de este texto radica en aportar saberes neurocientíficos para la toma de decisiones pedagógicas referente a la enseñanza de la lectura y la escritura en el proceso de transición educativa.

ABSTRACT Objective: The transition between Early Childhood Education and Basic Education is a problem identified in current pedagogical practices and theory. In this context, the basis for the neuroscientific understanding of literacy teaching is a persistent epistemological bias that is still weakly addressed in research. Consequently, this paper aims at constructing a theoretical framework of the reading and writing teaching process based on a neuroscientific perspective in the educational transition between preschool and first basic education. Method: The foundations presented arise from the critical-reflexive review of scientific publications published in the 2019-2023 period, focused on Scopus, Web of Science, DOAJ or Dialnet indexes (both English and Spanish versions). Results: The logical and argumentative structuring provided the construction of three cores of knowledge referred to: 1) the conceptualization of the educational transition and associated terms; 2) the neurobiological bases of reading and writing in childhood; and, 3) cognitive predictors and models of the reading process. Conclusion: The main scientific value of this text lies in providing neuroscientific knowledge for making pedagogical decisions regarding the teaching of reading and writing in the educational transition process.

Abstract: Abortion due to anencephaly became a public issue from the 1990s onwards, especially due to advances in fetal medicine, as well as the lack of viable therapies to reverse the clinical condition. In this scenario, the Claim of Non-Compliance with Fundamental Precepts (ADPF) No. 54 of 2004, an action filed in the Federal Supreme Court (STF), aimed to request the right to abortion in these cases. Between 2004 and 2012, ADPF nº 54 went through the process of assessment, deliberation, and decision by the Federal Supreme Court, in order to recognize the right of pregnant women to terminate the pregnancy of anencephalic fetuses. The objective of this article is to analyze the way in which abortion due to anencephaly had repercussions in the Brazilian Chamber of Deputies. To this end, as a research methodology, the article used content analysis of the statements made by federal deputies, between the years 2004 and 2013. The question that guided the writing was: “what are the positions and arguments mobilized by parliamentarians to pronounce on abortion due to anencephaly?” The results point to the prominence of regressive positions in comparison to those in favor of expanding the right to abortion in this circumstance, as well as the constitution of an argumentative basis based on irreducible premises regarding the right to life from conception, based on religious, conspiratorial premises and denialists regarding science. Abstract s onwards medicine condition scenario NonCompliance Non Compliance (ADPF No 5 STF, STF , (STF) cases 200 2012 assessment deliberation fetuses Deputies end methodology deputies 2013 was what anencephaly? circumstance conception religious science (STF 20 201 2

Resumo: O aborto por anencefalia se tornou assunto público a partir da década de 1990, especialmente em virtude dos avanços da medicina fetal, assim como pela inexistência de terapias viáveis para reversão do quadro clínico. Neste cenário, a Arguição de Descumprimento de Preceito Fundamental (ADPF) nº 54 de 2004, ação movida no Supremo Tribunal Federal (STF), visou requerer o direito ao aborto nesses casos. Entre 2004 e 2012, a ADPF nº 54 passou pelo processo de apreciação, deliberação e decisão pelo Supremo Tribunal Federal, no sentido de reconhecer o direito da gestante a interromper a gestação de fetos anencéfalos. O objetivo deste artigo é analisar a forma como o aborto por anencefalia repercutiu na Câmara dos Deputados do Brasil. Para isso, como metodologia da pesquisa, o artigo utilizou de análise de conteúdo dos pronunciamentos dos deputados federais, entre os anos de 2004 e 2013. A pergunta que orientou a redação foi: “quais as posições e argumentos mobilizados pelos/as parlamentares para se pronunciarem sobre o aborto por anencefalia?”. Os resultados apontam para a proeminência de posições regressivas em comparação àquelas a favor da ampliação do direito ao aborto nesta circunstância, bem como a constituição de uma base argumentativa assentada em premissas irredutíveis quanto ao direito à vida desde a concepção, fundamentada em premissas religiosas, conspiratórias e negacionistas com relação à ciência. Resumo 1990 fetal clínico cenário (ADPF 5 STF, STF , (STF) casos 200 2012 apreciação anencéfalos Brasil isso pesquisa federais 2013 foi quais pelosas pelos anencefalia. . anencefalia?” circunstância concepção religiosas ciência 199 (STF 20 201 anencefalia? 19 2 1

RESUMEN: Este estudio explora la escritura académica divergente en relación con las disciplinas literarias y de la imagen. Lo hará en el ámbito de la lectura y respuesta a material narrativo en el contexto de la clase de literatura en inglés como lengua extranjera en la Universidad Nacional de Río Cuarto (Argentina), la forma argumentativa ensayística es frecuentemente privilegiada como respuesta de lectura crítica. La propuesta de trabajo que se llevó adelante bajo la forma de proyecto de extensión tuvo como objetivo pensar formas otras de respuesta crítica a textos literarios. Los cruces palabra-imagen dieron forma a un proyecto de reescritura en clave transpositiva que se concretó en la realización audiovisual de un cortometraje como adaptación cinematográfica.

ABSTRACT: This study explores divergent academic writing in relation to the fields of literary and image studies. Reading and responding to narratives in the context of the English Literature classroom as Foreign Language at Universidad Nacional de Río Cuarto (Argentina) tends to prioritize argumentative essay writing as the privileged genre for critical reading response. The proposal in this paper introduced was conducted as an extension project that had as a main objective thinking on other ways to critically comment on literary pieces. The junction between word and image gave way to a writing project with transposition at its center that materialized in the audiovisual production of a short movie as film adaptation.

Abstract The present corpus-aided study sought to identify the grammatical and non-grammatical second language (L2) error patterns of Costa Rican university English learners at all academic levels of a public university. Specifically, a total of 360 English as a foreign language learners, who were enrolled in the B.A in English or B.A. in English Teaching during the second semester of 2019, took the Quick Oxford Placement Test to ascertain their English Proficiency level and composed an argumentative text to elicit their written errors. Results from the placement test showed that the participants' proficiency level ranged between B1 (low intermediate) and C1 (low advanced). In addition, the quantitative nature of the study required not only converting the handwritten compositions with a speech recognition software but also identifying and tagging all L2 errors with a tagging system. Analyses of a statistical software for data management revealed that the learner corpus contained a total of 33 L2 error patterns, which were classified as follows: 17 grammatical, 10 stylistics, and 6 lexical. Main descriptive findings indicated that although some error frequencies lowered to the point of having none as learners advanced in the major (e.g., capitalization and superlatives), other linguistic problem areas persisted all throughout (e.g., word form errors, fragments, and word order). Concluding remarks highlight that because the error frequencies of some L2 error categories still ranked high over time, learners' L2 knowledge of lexical, syntactic, morphological, and stylistic domains could need more expert input (in the form of explicit instruction and/or feedback) depending on the complexity of the target structure.

Resumen El presente estudio asistido por corpus buscó identificar los patrones de error gramaticales y no gramaticales de la segunda lengua (L2) de los aprendices de inglés en todos los niveles académicos de una universidad pública. Específicamente, para determinar el nivel de competencia en inglés y para obtener los errores escritos, un total de 360 estudiantes de inglés como lengua extranjera, matriculados en el Bachillerato en inglés o el Bachillerato en la Enseñanza de Inglés durante el segundo semestre de 2019, completaron el Quick Oxford Placement Test y escribieron un texto argumentativo, respectivamente. Los resultados de la prueba de ubicación mostraron que el nivel de competencia de las personas participantes osciló entre B1 (intermedio bajo) y C1 (avanzado bajo). La naturaleza cuantitativa del estudio requirió no solo convertir las composiciones escritas a mano con un software de reconocimiento de voz, sino también identificar y etiquetar todos los errores L2 con un sistema de etiquetado. Los análisis de un software estadístico para la gestión de datos revelaron que el corpus contenía un total de 33 patrones de error de L2, los cuales se clasificaron de la siguiente manera: 17 gramaticales, 10 estilísticos, y 6 léxicos. Los hallazgos descriptivos principales indicaron que, aunque algunas frecuencias de error se redujeron hasta el punto de no tener ninguno a medida que el estudiantado participante avanzaba en la carrera (por ejemplo, mayúsculas, superlativos, modales y cuantificadores), otras áreas de problemas lingüísticos persistieron independientemente del nivel académico (por ejemplo, errores de forma de palabras, fragmentos, y orden de las palabras). Las observaciones finales destacan que debido a que las frecuencias de error de algunas categorías no disminuyeron con el tiempo, el conocimiento de los dominios léxicos, sintácticos, morfológicos y estilísticos de L2 de los estudiantes podría necesitar más aportes de expertos (en forma de instrucción explícita y/o retroalimentación) dependiendo de la complejidad de la estructura de meta.

Abstract: From the metafunctional perspective posed by systemic-functional linguistics, this research characterizes the demands of learning for students at the start of their university schooling as it relates to the writing of argumentative defensive academic texts. We analyze an archive containing 19 defensive texts produced as responses to a common stimulus during an academic literacy course offered by a Colombian university during the early semesters of their undergraduate programs. Our analysis applies a matrix integrated by indicators associated to ideational, interpersonal and textual metafunctions. Our work categorizes these metafunctions into those classifying demands emerging during the process of teacher revision and feedback. Results detect difficulty when appropriating lexicogrammatical resources for nominalization (ideational), in regards to limitations in the variety and precision of assessment vocabulary (interpersonal) and in thematic choices not motivated by their discursive context (textual).

Resumen: Desde la perspectiva metafuncional propuesta por la lingüística sistémico-funcional, este estudio caracteriza las necesidades de aprendizaje de estudiantes al inicio de la carrera universitaria en relación con la escritura de textos académicos argumentativos tipo justificación. Se analiza un archivo textual de 19 textos argumentativos producidos como respuesta a un estímulo común en un curso de alfabetización académica ofrecido por una universidad colombiana en los semestres iniciales de sus programas de pregrado. El análisis aplica una matriz integrada por indicadores asociados a las metafunciones ideacional, interpersonal y textual. El estudio categoriza dichas metafunciones, en las que se clasifican las necesidades que emergen en el proceso de revisión y retroalimentación docente. Los resultados detectan dificultades en la apropiación de recursos léxicogramaticales para nominalización (ideacional), limitaciones en la variedad y precisión del léxico evaluativo (interpersonal), y elecciones temáticas poco motivadas por el contexto discursivo (textual).

ABSTRACT In this paper, we look for cues to the circulation of subjects in secondary education through imagination concerning (their) writing in an argumentative discursive tradition. To this end, we have chosen junction mechanisms as a privileged place of analysis, in the light of a theoretical and methodological framework, which presumes a heterogeneous constitution of writing. Such framework conceives these mechanisms as symptomatic aspects of discursive traditions, which are seen as both the matter and product of language and as traces of the subject’s movement in textualization. Based on a quantitative and qualitative analysis of the texts, the results reveal: (i) the regularity of a singular argumentative strategy, supported by anticipation and refutation of arguments of the other, by incorporating and resignifying them through causal and contrastive argumentative sequences, which point towards the illusion of argumentation; and (ii) the relevance of considering discursive traditions in order to observe the increasing complexity of semantic aspects of junction techniques in spaces of junction which define, at once, the particular and the general of historic singularity. paper their (their tradition end subject s textualization texts reveal i (i strategy other sequences argumentation ii (ii define once singularity

RESUMO Neste trabalho, buscamos pistas da circulação de sujeitos do segundo ciclo do Ensino Fundamental pelo imaginário sobre a (sua) escrita em uma tradição discursiva de natureza argumentativa. Para tanto, elegemos os mecanismos de junção como lugar privilegiado de análise, à luz de uma orientação teórico-metodológica que assume a constituição heterogênea da escrita, concebe tais mecanismos como aspectos sintomáticos de tradições discursivas, entendidas como matéria e produto da linguagem, e como rastros da movimentação do sujeito na textualização. Os resultados revelam, a partir de uma análise quantitativa e qualitativa: (i) a regularidade de uma estratégia argumentativa singular nos textos investigados, pautada na antecipação e refutação de argumentos do outro, a partir de sua incorporação e ressignificação via encadeamentos argumentativos causais e contrastivos, que indiciam a ilusão da argumentação; e (ii) a pertinência da consideração das tradições discursivas para a observação relacionada à complexidade crescente de aspectos semânticos das técnicas juntivas em espaços de junção que marcam, concomitantemente, o particular e o geral da singularidade histórica. trabalho (sua tanto teóricometodológica teórico metodológica linguagem textualização revelam qualitativa i (i investigados outro contrastivos argumentação ii (ii marcam concomitantemente histórica

Abstract This research responds to the objective of analyzing a digital corpus of academic documents with a processual approach, prepared by university students during an educational intervention intended for developing their discursive competence with an argumentative commentary model of multimodal texts in the teaching of Spanish as a mother tongue. A qualitative discourse analysis method has been used both in its linguistic manifestations and in the socio-educational micro-ethnographic interaction carried out in a scenario and the process of its formative evaluation. The digital corpus collects written tests from students who have taken the subject called Strategies for the Teaching of Language and Literature from the Degree in Primary Education of the Education Faculty of the University of Murcia (Spain) during the academic year 2021-2022. Specifically, it collects two types of comments housed in their virtual classroom portfolios: first, their textualized group argumentative comments in intertextual, coherent and negotiated alignment with the individual argumentative comments they had previously written about a patrimonial tale selected and interpreted in their argumentative power; second, their group metacognitive comments focused on the peer-assessment of their group argumentative comments, which had the formative background of self-assessment and peer-review of their individual argumentative comments. The analytical knowledge generated by the students in their peer-assessor metacognitive comments about their group argumentative comments is strategically supported by various previous pedagogical organizers, and, especially, in a rubric with discursive quality indicators on three sections of interest: the argumentative sequence of their individual intertextual comments; the coherence, cohesion and adequacy that articulate the logical artifice of their linguistic communication competence; the intertextual arguments contributed by the commentators. With this, the cooperative evaluative feedback of academic works has been mediated from the strategic digital recursion of a personal learning environment (PLE) that includes both resources and tasks enabled in the university virtual classroom of this university subject as informal interaction supports through Google Drive and Zoom. The formative process from which this student co-evaluation procedure has been analyzed from participant observation in field work by teachers according to the scientific-technical framework of an R+D+i project about epistemic innovation of a multimodal argumentative commentary model that has been funded by the Ministry of Science and Innovation of the Spanish Government (PGC2018-101457-B-100). The results of this analysis reveal three conclusions: first, the discursive interaction between students democratizes the process of their formative evaluation in academic works, since the typical logocentric pattern of the unique hetero-evaluation of student products due to teaching authoritarianism is overcome with a new heteroglossic and co-responsible matrix for student processes co-evaluation in academic works mediated with the instructive, informative, communicative and collaborative digital applications used; second, the importance of posing complex academic writing tasks to achieve authentic learning; third, the need to improve the student's discursive competence in the verbal expression of metacognitive and intertextual arguments that promote self-awareness and the originality of their comments.

Resumen Esta investigación analiza, con enfoque procesual y dialógico, un corpus digital de portafolios de estudiantes españoles de Grado en Educación Primaria que contienen comentarios metacognitivos grupales sobre comentarios argumentativos de textos realizados con Entorno Personal de Aprendizaje (PLE) que combina instrumentos informales y formales de aula virtual. Desde una metodología microetnográfica de análisis del discurso atenta a las manifestaciones lingüísticas y a la interacción socioeducativa, los resultados del análisis describen el proceso formativo de coevaluación y los aprendizajes logrados en las categorías de retroalimentación, motivación, construcción de conocimiento y estrategias metacognitivas activadas en la coevaluación con tal PLE. Su discusión interpretativa revela déficits formativos en las competencias discursiva y autoevaluadora y en recursividad digital al respecto que mejoraron con el proceso de autodeliberación y uso estratégico del PLE. En conclusión, se afirma la coevaluación formativa en PLE como factor favorecedor del desarrollo sistémico de la competencia discursiva de estudiantes universitarios.

Abstract: The objectives of the research were to describe the performance of high school students in a direct assessment and an indirect assessment of writing and to determine the degree of relationship between performance in both tests. The methodology was quantitative and included the participation of a sample of high school seniors in Chile (n= 143). The participants took a direct assessment of writing, specifically an argumentative essay evaluated in 8 dimensions; and an indirect assessment, which corresponded to exercises in the use of connectors and sentence order. In the study, we found that the students presented an average performance in the direct and indirect evaluation. In the direct evaluation, the dimensions Spelling, Coherence, Cohesion and Use of arguments were the lowest-performing. Finally, we found that there is no correlation between performance in the direct and indirect assessment of writing.

Resumen: Los objetivos de la investigación fueron describir el desempeño de los estudiantes de educación secundaria en una evaluación directa y una evaluación indirecta de la escritura, y determinar el grado de relación entre el desempeño en ambas evaluaciones. La metodología fue cuantitativa e incluyó la participación de una muestra de estudiantes de curso final de educación secundaria en Chile (n= 143). Los participantes realizaron una evaluación directa de la escritura, específicamente un ensayo argumentativo que fue calificado en 8 dimensiones; y una evaluación indirecta, que correspondió a ejercicios de uso de conectores y ordenación de enunciados. En el estudio se comprobó que los estudiantes exhiben un desempeño medio-bajo en ambas evaluaciones. En la evaluación directa las dimensiones Ortografía, Coherencia, Cohesión y Uso de argumentos fueron las más descendidas. Por último, se observó que el desempeño en la evaluación directa y la evaluación indirecta de la escritura son independientes entre sí, es decir, no están correlacionados.

Abstract: The aim of this paper is to diagnose the sufficiency of first- year pedagogy students’ discoursive competence, considering lexical, reading comprehension and written competences. Whit this objective, three instruments were designed and adapted, one for each competence: lexical availability test, reading comprehension test and rubric to evaluate an argumentative writing task. Among the main findings, it stands out that the highest performance corresponds to performance in reading, over writing and lexicon, respectively. It is concluded that the obtained results allow classifying the performances in initial levels and that, although it is not possible to speak of the existence of a correlation, the closest links are between reading-writing, lexicon-writing and lexicon-reading, respectively.

Resumen: Este trabajo tiene como objetivo diagnosticar el estado de la competencia comunicativa en estudiantes de primer año de pedagogía, considerando las competencias léxica, de comprensión lectora y de producción escrita. Para ello, en el marco de un estudio de caso, se diseñaron y adaptaron tres instrumentos, uno para cada competencia: test de disponibilidad léxica, test de comprensión lectora y rúbrica para evaluar una tarea de escritura argumentativa. Dentro de los principales hallazgos, destaca que el rendimiento más alto corresponde al desempeño en lectura, por sobre escritura, quedando el desempeño léxico en tercer lugar. Se concluye que los resultados obtenidos permiten clasificar los desempeños en niveles iniciales y que, si bien no es posible hablar de la existencia de una correlación, los vínculos más estrechos se presentan entre lectura- escritura, léxico-escritura y léxico-lectura, respectivamente.

Resumen El objetivo de este artículo fue realizar un análisis desde la perspectiva francesa del Análisis de Datos Textuales de producciones escritas de estudiantes universitarios ingresantes y avanzados de una carrera de Ciencias Sociales de la Universidad Nacional de Rosario, Argentina. El análisis se enfocó en los recursos lingüísticos (verbos, marcadores discursivos, cantidad y diversidad de palabras, segmentos). Adicionalmente, esto fue considerado en función de variables descriptivas: presencia de información gráfica adicional, uso de información, momento de cursado, posición valorativa y tipo de texto logrado. Los resultados indican escaso uso de marcadores discursivos argumentativos; utilización de palabras proporcionadas para argumentar (sin incluir palabras nuevas); uso frecuente de verbos específicos; influencia de la información adicional en la estructura argumentativa/contraargumentativa pero no en la mayor diversidad y cantidad de palabras. Se destaca la importancia de este análisis porque rescata el carácter dialógico de la argumentación y la singularidad del escrito y su contexto.

Abstract The goal of this study was to carry out an analysis of written argumentative texts by undergraduate freshmen and senior students pursuing a Social Science degree at the National University of Rosario, Argentina. The analysis is grounded in the French perspective of the analysis of Textual Data, and focused on linguistic resources (verbs, discourse markers, number of word and lexical range, segments). Additionally, these linguistic resources were considered in terms of descriptive variables such as presence of additional graphic information, use of information, years of study, evaluative stance and type of text achieved. The results indicate a scarce use of argumentative discourse markers; use of words provided to argument (excluding new words); frequent use of specific verbs; influence of the additional information on the argumentative/counter-argumentative structure but not on the greater variability of words. The importance of this type of analysis is highlighted because it emphasizes the dialogic aspect of argumentation and captures the singularities of writing and its context.

Résumé L'objectif de cet article est de présenter une analyse de données textuelles (perspective française) des productions écrites d'étudiants débutants et avancés inscrits dans une licence en Sciences Sociales à l'Université Nationale de Rosario, en Argentine. L'analyse s’est focalisée sur les ressources linguistiques (verbes, marqueurs discursifs, nombre et diversité des mots, segments). De plus, cela a été considéré en fonction de variables descriptives : présence d'informations graphiques supplémentaires, utilisation des informations, année d'études, position évaluative et type de texte obtenu. Les résultats indiquent une faible utilisation des marqueurs discursifs argumentatifs ; utilisation des mots fournis pour argumenter (sans inclure des nouveaux mots) ; utilisation fréquente de verbes spécifiques ; influence des informations supplémentaires sur la structure argumentative / contre-argumentative mais pas sur la plus grande diversité et quantité de mots. L'importance de cette analyse est mise en évidence car elle récupère le caractère dialogique de l'argumentation et l'unicité de l'écriture et de son contexte.

ABSTRACT The present study sought to determine the incidence of authentic evaluation in the improvement of argumentative written composition in virtual environments of a private university in Lima. It was carried out under a quantitative approach, with a level of explanatory research. The sample consisted of 40 first-year students from a private university in Lima. They worked through the construction of argumentative texts in a collaborative way and they had to apply the writing threads proposed by Flower and Hayes (1996). Booklets were used and students were given a controversial question, from which the construction of their text would start. The results allow asserting that the authentic evaluation enables the student to become aware of the aspects on which he will be evaluated prior to carrying out the activities, in this case, the rubric represents a successful instrument for achieving this objective.

RESUMEN El presente estudio persiguió determinar la incidencia de la evaluación auténtica en el mejoramiento de la composición escrita argumentativa en los entornos virtuales de una universidad privada de Lima. Se llevó a cabo bajo un enfoque cuantitativo, con un nivel de investigación explicativa. La muestra estuvo conformada por 40 estudiantes del primer ciclo de una universidad privada de Lima. Se trabajó mediante la construcción de textos argumentativos de forma colaborativa y se debían aplicar los subprocesos de escritura propuestos por Flower y Hayes (1996). Se usaron cuadernillos y se brindaba a los estudiantes una pregunta controversial, de la cual partiría la construcción de su texto. Los resultados permiten aseverar que la evaluación auténtica posibilita que el alumno tome conciencia de los aspectos sobre los que será evaluado antes de la realización de las actividades. En este caso, la rúbrica representa un instrumento exitoso para el logro de este objetivo.

Abstract. The transcendental practices in the use of emerging technologies are virtual ecosystems in the educational field, by guaranteeing the creation of an immersive environment of interaction and multisensory linked to multi-user online applications, which generates events with extraordinary technological developments on the Internet. The purpose of the argumentative essay was to address reflections on the characteristics and influence that 3D tools play in the teaching/learning process. The inquiry was structured in two (2) large formal sections: the first was emerging disruptive technological trends that include technologies, mobile devices, as well as the generation of innovative digital training scenarios, and the second described virtual worlds as multisensory tools from the incidence of the potential offered by the incipient scenario of virtual reality, as training resources in the cyberculture of education. The writing was carried out under the interpretive paradigm supported by the qualitative methodological perspective; by means of the technique of reading through a heuristic calculation. Likewise, an exhaustive review of printed and digital sources was used, such as: books, magazines, dictionaries, theses, online newspapers, web pages, management of audiovisual documents, illustrations, videos, among other types of recordings. Finally, the question was raised: To what extent does the metaverse influence the teaching/learning process based on the context of virtual education? Revealed throughout the development of the investigation by combining the keywords.

Resumen. Las prácticas trascendentales en el empleo de las tecnologías emergentes son los ecosistemas virtuales en el ámbito educativo, al garantizar la creación del entorno inmersivo de interacción y multisensorial vinculado a las aplicaciones multiusuarios en línea, el cual genera acontecimientos con extraordinarios desarrollos tecnológicos en Internet. El propósito del ensayo argumentativo consistió en abordar reflexiones sobre las características e influencia que juega las herramientas 3D en el proceso de enseñanza/aprendizaje. La indagación estuvo estructurada en dos (2) grandes apartados formales: el primero fue tendencias tecnológicas disruptivas emergentes que comprenden las tecnologías, los dispositivos móviles, además de la generación de innovadores escenarios digitales de formación, y el segundo describió los mundos virtuales como herramientas multisensoriales desde la incidencia del potencial ofrecido por el incipiente escenario de la realidad virtual, a modo de recursos formativos en la cibercultura de la educación. El escrito se realizó bajo el paradigma interpretativo apoyado en la perspectiva metodológica cualitativa; por medio de la técnica de la lectura a través de un arqueo heurístico. Asimismo, se recurrió a la revisión exhaustiva de las fuentes impresas y digitales como: libros, revistas, diccionarios, tesis, periódicos en línea, páginas web, manejo de documentos audiovisuales, ilustraciones, videos, entre otros tipos de grabaciones. Finalmente, se exteriorizó la interrogante ¿En qué? medida, el metaverso influye en el proceso de enseñanza/aprendizaje basado en el contexto de la educación virtual? Revelada a lo largo del desarrollo de la investigación mediante la combinación de las palabras clave.

RESUMO Este artigo apresenta os resultados de um levantamento das dificuldades de escrita e leitura apontadas por alunos ingressantes do curso ProFIS, da Unicamp, nos anos 2012, 2014, 2016, 2018 e 2020. Para isso, foram examinadas as respostas dadas à seguinte pergunta: “Quais são suas dificuldades no campo da leitura e da escrita? Especifique”. A sistematização e análise das respostas dos alunos aponta maior ocorrência de dificuldades de escrita em relação às de leitura. Dentre as dificuldades de escrita assinaladas, há predominância de questões relacionadas ao planejamento e elaboração do texto dissertativo argumentativo, com destaque para o uso da pontuação. Dentre as dificuldades de leitura, há predominância da dificuldade de compreensão, desde o léxico até textos menos familiares, além da falta de atenção na hora de ler. Esses resultados são relevantes para uma melhor compreensão do contexto sociolinguístico desses alunos, enquanto representantes de grupos sociais minoritarizados, e dos modos de reprodução de metapragmáticas escolarizadas da escrita.

ABSTRACT This article presents the results of a survey of writing and reading difficulties pointed out by students attending the ProFIS, an affirmative action preparatory course for public high school graduates aiming to enter Unicamp, in the years 2012, 2014, 2016, 2018 and 2020. For this, the answers given to the following question: “What are your difficulties on reading and writing? Be specific”. The systematization and analysis of the students’ answers points to a greater occurrence of writing difficulties in relation to reading difficulties. Among the noted writing difficulties, there is a predominance of issues related to the planning and elaboration of the argumentative essay text, with emphasis on the use of punctuation. Among reading difficulties, there is a predominance of difficulty in understanding, from the lexicon to less familiar texts, in addition to lack of attention when reading. These findings are relevant for better understanding of sociolinguistic issues linked to these students, as representatives of minoritized social groups, and to the ways in which they reproduce schooled metapragmatics of writing.

BACKGROUND: Economists are often asked to explain or foresee the economic impact of certain events. Except for theoretical and practical knowledge, clear communication of views is therefore required. However, post-graduate training in Economics mostly focuses on technical modules. Furthermore, students often overestimate their (writing) abilities - as described in the Dunning-Kruger effect. AIM: This article aims to establish if, and to what extent, perceptions of writing quality differ between students, subject-specific lecturers and writing consultants. SETTING: Honours students at a South African university wrote an argumentative essay on a specific macroeconomic policy intervention. METHODS: In this study qualitative samples (an evaluation rubric) were quantified for an in-depth analysis of the phenomenon, which allowed for a mixed-methods research design. The essays were evaluated by fellow students, the Economics lecturer, Academic Literacy lecturers and Writing Centre consultants and then their evaluations were compared. The evaluation form contained 83 statements relating to various aspects of writing quality. RESULTS: Student evaluators in the peer review were much more positive than the other evaluators - in a potential confirmation of the Dunning-Kruger effect. However, despite the more generous evaluations, students were still able to distinguish between varying skills levels, that is, good and bad writing. Discrepancies in evaluations between the subject specialists were also observed. CONCLUSION: More conscious effort needs to be put into teaching economics students the importance and value of effective writing, with clear identification of the requirements and qualities of what is considered to be effective writing.

Resumen Esta investigación cualitativa, con diseño de investigación-acción, evaluó el impacto de la implementación de una secuencia didáctica con enfoque metacognitivo sobre la construcción de la organización discursiva y el uso de mecanismos persuasivos en la producción argumentativa persuasiva de carácter electoral, escrita en español/LM. La muestra poblacional, seleccionada por el método no probabilístico, estuvo compuesta por estudiantes en 5.º grado de primaria de inmersión en inglés/L2 en una institución educativa pública de un municipio del Quindío, Colombia. Participaron 37 estudiantes en la prueba diagnóstica y 27 en la prueba final. Cuatro fases constituyeron el diseño de investigación: diagnóstico, planificación, acción y evaluación. Los instrumentos de recolección de datos fueron: (1) Prueba de escritura en español/LM del texto argumentativo persuasivo de carácter electoral, (2) Rúbrica de evaluación de dicha prueba, (3) Entrevista de reflexión del estudiante sobre el proceso de escritura y habilidades metacognitivas, (4) Portafolio del estudiante y (5) Entrevista de reflexión del docente sobre estrategias de enseñanza metacognitivas y percepción de la escritura argumentativa persuasiva. Los resultados de la evaluación respectiva indicaron que el impacto en las medidas de organización del discurso argumentativo y en el uso de los mecanismos persuasivos dependió de las medidas de evaluación involucradas. Los resultados del seguimiento mostraron el comportamiento metacognitivo en la producción escrita focalizada, así como el uso de la estructura textual y de los mecanismos de persuasión. Se concluyó que la secuencia didáctica implementada mejoró en los estudiantes el dominio de varios mecanismos de la organización textual y de persuasión.

Abstract This qualitative action-research study evaluated the impact of the implementation of a didactic sequence with a metacognitive approach on the construction of discursive organization and the use of persuasive mechanisms in the persuasive argumentative text of electoral nature, written by the participants of the study in Spanish L1. Participants were a non-probabilistic sample of 37 5th graders from a bilingual public school (English L2 immersion program) in Quindío, Colombia. Thirty-seven students participated in the diagnostic test and 27 in the final test. Four phases constituted the research design: diagnosis, planning, action and evaluation. The data collection instruments were: (1) Spanish L1 writing test of the electoral persuasive text, (2) Evaluation rubric, (3) Student reflection interview on the writing process and metacognitive skills, (4) Student portfolio, and (5) Teacher reflection interview on metacognitive teaching strategies and perception of persuasive argumentative writing. Results from the assessment of students’ writing indicated that the impact on both measures of argumentative discourse organization and use of persuasive mechanisms were related to the assessment measures involved. The results of the observation evidenced the metacognitive behavior in the focused written production, as well as the use of textual structure and persuasive mechanisms. It was concluded that the didactic sequence implemented improved students' mastery of several mechanisms of textual organization and persuasion.

Résumé Cette recherche qualitative, avec une démarche de recherche-action a évalué l'impact de la mise en œuvre d'une séquence didactique avec une approche métacognitive sur la construction de l'organisation discursive et l'utilisation de mécanismes persuasifs dans la production argumentative persuasive de nature électorale, écrite en espagnol/LM. L'échantillon de population, sélectionné par la méthode non probabiliste, était composé d'élèves de CM2 en immersion en anglais/L2 dans un établissement d'enseignement public d'une municipalité de Quindío, Colombie. Trente-sept étudiants ont fait le test de diagnostic et 27 au test final. Le plan de recherche comprend quatre phases : le diagnostic, la planification, l'action et l'évaluation. Les instruments de collecte de données ont été : (1) Test d'écriture en espagnol/LM du texte argumentatif persuasif électoral, (2) Rubrique d'évaluation du test mentionné, (3) Entretien de réflexion de l'élève sur le processus d'écriture et les compétences métacognitives, (4) Portfolio de l'élève, et (5) Entretien de réflexion de l'enseignant sur les stratégies d'enseignement métacognitives et la perception de l'écriture argumentative persuasive. Les résultats des évaluations respectives ont indiqué que l'impact sur les mesures de l'organisation du discours argumentatif et de l'utilisation de dispositifs de persuasion dépendait des mesures d'évaluation impliquées. Les résultats de l'observation ont mis en évidence le comportement métacognitif dans la production écrite ciblée, ainsi que l'utilisation de la structure textuelle et des mécanismes de persuasion. En conclusion, la séquence didactique mise en œuvre a amélioré la maîtrise de plusieurs mécanismes d'organisation textuelle et de persuasion chez les élèves.