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LA ESCRITURA EN LOS PROCESOS DE SISTEMATIZACIÓN DE EXPERIENCIAS EDUCATIVAS

Abstract
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Spanish
The article analyzes the process of systematization and writing of significant classroom experiences, carried out by elementary and high school teachers in the context of the National Ministry of Education’s forum on educational pertinence in 2009. Results show that only the teachers who have been the protagonists of the experiences are able to assess and socialize them, and that a good advisory process implies delving into the teachers’ experiences into order to be able to guide them adequately in their writing process.