Muestras de tipología textual como estrategia pedagógica para fortalecer la escriturabilidad basado en la teoría de John Sweller – la carga cognitiva mediante el archivo pedagogico.

Abstract

The research focuses on addressing writing difficulties in ninth grade students at the Escuela Normal Superior María Auxiliadora de San José de Cúcuta. The lack of effective pedagogical strategies is identified as a possible cause. The use of textual typology, supported by John Sweller's cognitive load theory, together with a pedagogical archive, is proposed as a promising strategy to improve writeability. The benefits of textual typologies for the development of specific writing skills and adaptation to context and audience are highlighted. The research seeks to generate practical recommendations to implement these pedagogical strategies.