Writing is, at times, neglected by both teachers and students. Far too often, courses involve an emphasis on speaking skills and direct grammar instruction. These courses, however, pay little attention to writing skills and, most specifically, academic writing. In fact, while addressing writing, teachers may have different approaches, one of which is process writing. The current study explores the implementation of process writing as a tool for developing students’ writing skills in the context of paragraph writing. Students went through four lessons, and a pretest-posttest format was used to conduct research and evaluate data. Action Research was the paradigm used to structure this study. Lastly, the researchers concluded that process writing is conducive to stronger writing skills resulting in more organized and structured paragraphs.

La educación musical: alternativa pedagógica de transformación social 1 Jesús eDgArDo MArtínez 2 , MArthA oliviA MesA restrepo 3 , luis huMberto piArpuzán quiroz 4 , MArio MeJíA vAlenciA 5Plumilla Educativa para generar pensamiento crítico que posibilite la formación de sujetos pensantes, capaces de reflexionar frente al sistema dominante y actuar para liberarse del mismo. Palabras clave: teoría crítica, pedagogía crítica, pensamiento crítico, educación musical, emancipación, transformación social. Abstract Music Education: Pedagogical alternative of social transformationThis article involves an investigative job that has as the principal objective to understand possible ways to construct critical thinking in boys and girls of Institution Educative "La Pamba" in Popayan, Cauca, through an appropriate orientation of the musical education that contributes to the social processes.This study belongs to a national project called "transforming pedagogical practice: toward a construction of critical thinking in Caucana school" directed by the Group of research education and pedagogy: knowledge, imaginaries and Intersubjectivities. In the line of investigation: education and pedagogy of the University of Manizales. Methodologically, it is established as a qualitative investigation with hermeneutic approach where boys and girls participated in different workshops and activities, that let us to ask, registrate and interpretate information, through some techniques own of the ethnography, such as participating observation and interviews, all of these facilitate to understand how is the way that critical thinking is building at school. In this sharing with the students, we took into account the principles raised by the Frankfurt School related to critical theory and we analyzed categories related to music education and to critical pedagogy, which let us to contribute to the construction of subjects reflective, capable of transforming and challenging the precepts posed to them by society. From this analysis it can be concluded that music, as tool used in the pedagogical praxis, can support to the social transformation, but in spite of it, sometimes traditional teaching methods of school its transcendence and do not profit it as an alternative to construct reflective thinking that contributes to form thinking subjects, enable to reflect about a dominant system and take an active part to get away from it.

Se analizó la evolución y coherencia de los planes de estudio del programa Licenciatura en Música de la Universidad del Cauca, en relación con las necesidades del contexto y sus vínculos con la música y cómo en la estructura curricular del programa, se incluyen el reconocimiento y valoración de la música colombiana y latinoamericana. Se emplearon técnicas para la recolección de información como: encuestas y entrevistas en grupos focales y se analizaron documentos del programa. Es de carácter cualitativo exploratorio planteado desde una perspectiva holística y basado en la comprensión y análisis de los hechos. A partir de la revisión y análisis de los documentos, se demostró como su estructura curricular excluye el estudio de las músicas del contexto, privilegiando la hegemonía de la música europea. Lo anterior se corroboró a partir de la experiencia de estudiantes activos, docentes y egresados. Desde estas aproximaciones se contemplaron planteamientos respecto a los conceptos de currículo y algunas categorías como lo popular y lo tradicional de la música, que nos permitieron evidenciar la descontextualización del programa. Del análisis se concluyó, que las circunstancias en que se ha intentado conocer y practicar las músicas tradicionales, corresponden a iniciativas individuales y que el modelo pedagógico y curricular, que como lo enuncia el programa se caracteriza por mantener la tradición de la formación musical, que puede identificarse como modelo técnico, el cual se ha mantenido a través del tiempo.