El Futuro de la Escritura Colaborativa

Nuevas Tendencias y Oportunidades de Investigación

Autores/as

  • Mariana Martins Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0002-1023-2177
  • Madalena Teixeira Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0003-1064-3790
  • Rosa Maria Faneca Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal https://orcid.org/0000-0002-7532-5905

DOI:

https://doi.org/10.25749/sis.38156

Palabras clave:

escritura colaborativa, revisión bibliográfica semisistemática, protocolo SPAR4-SLR

Resumen

El interés por la escritura colaborativa en la educación ha aumentado con el tiempo, pero la investigación sobre el tema es heterogénea e incluye diversos aspectos y diferentes contextos de aprendizaje. Para identificar posibles lagunas o tendencias emergentes para futuras investigaciones, se realizó una revisión bibliográfica semisistemática en la base de datos Scopus entre 2023 y mayo de 2024, siguiendo el protocolo SPAR4-SLR. Se obtuvieran 24 artículos científicos, cuyos resultados se analizaron según las categorías de interacción, instrucción, aprendizaje de idiomas, integración de tecnologías y aprendizaje a distancia, elementos contextuales y otros. Mientras la dinámica de la interacción y el uso de la escritura colaborativa en el aprendizaje de lenguas se abordaron ampliamente, su instrucción explícita, la integración de tecnologías, su impacto en la calidad y su relación con el proceso de escritura se identificaron como temas que requieren más investigación, especialmente en los niveles de primaria y secundaria.

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Biografía del autor/a

Mariana Martins, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Doctoral candidate in Education (Didactics and Curriculum Development) at the University of Aveiro, and collaborator (research grant holder) in the AI Literacy Networking in Primary School project, at the Research Centre for Didactics and Technology in the Education of Trainers - University of Aveiro. Her main research interests are language didactics, especially writing didactics in Portuguese and the use of Generative Artificial Intelligence in the learning process, but also plurilingual approaches to teaching.

Madalena Teixeira, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Professor with Habilitation at the Department of Education and Psychology – University of Aveiro (UA) – and researcher (integrated member) at the Research Centre on Didactics and Technology in the Education of Trainers – University of Aveiro. National coordinator of the Erasmus project AI Literacy Networking in Primary School, director of the Master's program in Teaching Portuguese and Foreign Language in the 3rd Cycle of Basic and Secondary Education, and responsible lecturer of curricular units of Portuguese Didactics. The main research interest lies in the use of Generative Artificial Intelligence in language learning, with a particular focus on Portuguese Didactics and Teacher Education.

Rosa Maria Faneca, Centro de Investigação Didática e Tecnologia na Formação de Formadores, Departamento de Educação e Psicologia, Universidade de Aveiro, Portugal

Invited Assistant Professor at the Department of Education and Psychology, Researcher at the Research Centre on Didactics and Technology in the Education of Trainers (University of Aveiro, Portugal), and Institutional Coordinator of the Erasmus + VABIOLA project and the National Plurilingual Kamishibai Competition. Her main interests are language teaching, the teaching of Portuguese as a mother tongue and heritage language, teacher training, multilingual and intercultural education and plurilingual approaches to teaching.

Citas

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Publicado

2025-02-28

Número

Vol. 13 Núm. 1 (2025): Educación en ciencias y su relación con otras educaciones en escenarios de cambio global

Sección

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