Genre-based writing in a virtual context: a didactic proposal from neuroeducation

Abstract

The objective of this work is to design and implement a didactic proposal aimed at strengthening the communicative competence of Spanish Pedagogy students based on genre-based writing and, in addition, supported by the contributions of neuroeducation, particularly in the executive functions. For this purpose, the proposal was carried out using the guidelines that emerge from the Gender Theory, on the one hand, and considering some key elements proposed by neuroeducation, on the other hand. After the application of this proposal, it is expected to promote the installation of situated writing practices that allow students to develop skills that favor their autonomy when facing writing challenges in both academic and work contexts.