The work we present comes from a research carried out in a training seminar on teachers that are studied the practices of classroom to teach writing, with teachers from different levels: from 3 to 8 years. The research experience is situated within the framework of the permanent collaboration of infantile and primary education with university teachers dedicated to the training of teachers and the interest that drives all of this work focuses on the didactics of the language under the prospects of a cut democratic and socio-cultural education. The relationship of educational action research and theory and practice are established as axes which aim to draw conclusions for the training of teachers.
Las situaciones analizadas ponen de relieve como se producen y gestionan los motivos y las justificaciones sociales para escribir un texto, como se producen los diferentes ajustes didácticos para que esto ocurra y cómo los docentes utilizan diferentes estrategias para llevar a los niños a producir textos para ser escritos, interviniendo en su Zona de Desarrollo Próximo.
