Abstract

AVENDANO-GUEVARA, Consuelo  and  BALDERAS-GUTIERREZ, Karime Elizabeth. The social and cultural context on literacy in High School. Alteridad [online]. 2023, vol.18, n.2, pp.187-197. ISSN 1390-8642.  https://doi.org/10.17163/alt.v18n2.2023.03.

Reading and writing enable communication and interaction between people and the world. In the case of high school students, this activity is reflected in school performance and is essential for acquiring knowledge. When students have not developed this skill correctly, it becomes a problem that affects all their relational dimensions. For this reason, it was proposed to identify the main difficulties faced by students in relation to literacy codes in high school, as well as the context of production of the writings. The methodology was based on the exploratory qualitative approach, using the content analysis method. The information was obtained from one hundred documents written by twenty first-year high school students from a private institution in the State of Puebla.

The analysis and categorization of the writings was carried out with ATLAS.ti software, 9.0.7 version. The results shown in this paper are based on the analysis of three types of texts produced by the students: travelogue, essay, and anecdote paper. It is concluded that such literacy practices give proof of the abilities that define the communicative competences assimilated during school life, how they function and how students relate to society. This makes it possible to think about designing new teaching-learning strategies for literacy.

Keywords : literacy; education; handwriting instruction; communication; semantics; spelling..

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