La escritura como actividad epistémica: una apuesta a la construcción del conocimiento desde una perspectiva sociocultural Writing as an epistemic activity: a commitment to the construction of knowledge from a sociocultural perspective

Abstract

The purpose of this review article is to analyze the category of writing as an epistemic activity that as an epistemic activity, which implies a relevant role in the construction of students' knowledge, from a sociocultural knowledge of students, from the sociocultural perspective of language. This is seen in the light of several conjectures, seen in the light of several theoretical conjectures that bet on the teaching of written language, a more critical, reflective and a more critical, reflective and integral approach. To this end, first of all, the various concepts and theories that support theories that support writing from a sociocultural perspective by different authors. Secondly, an analysis is made of the management of written expression by the written expression by the subjects at the present time. Then, an explanation of the sociocultural perspective of language and the implicit theories implicit theories that emerge from writing. Finally, a reflection on the importance of Finally, a reflection on the importance of implementing processes of written expression in the classroom from a more constructive vision, where the culture of the subjects, as a social entente, plays a predominant role in the social, plays a predominant role in the teaching-learning processes, and in which the formation of democratic individuals is a priority. The formation of democratic, creative and critical individuals, with high levels of emancipation in search of an emancipatory in search of a more peaceful and tolerant society