An anthropological analysis of the processes of knowledge construction: writing practices in school weft

Abstract

The article argues that writing practices deployed in daily school life, contain in their making a relational framework that articulates the socio-historical experience of the subject. To do this, examines practices in the classroom, in a
state primary school in the Province of Buenos Aires. The analysis of records shows the relational class interwoven leading to the practices of writing. Practice constantly refers to the formal path of subjects to build knowledge about writing. The observed classes also allow tracing lines of analysis that enable visible to writing practices in the context of socio-historical processes that exceed those
schools. The handwriting analysis in terms of practice allows to visualize the diversity in the process of social construction of knowledge.