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Over several years and in several instances has been raised on the need to review ECS our curriculum of studies and academic administrative structure of the school. Referring to what must first be noted that, as is well known for our community, the curriculum of studies in 1987 and is structured from an understanding of social communication problems entrenched in the paradigms and concepts that were in force at the time it was conceived. There is no logic in the university the possibility of going to align all curricula to changes that may be occurring in the various disciplines. By contrast the academic logic compels us to accumulate cash them until they need to adapt to 'new age' forces us to assume the task of adjusting the way our training programs are designed.
certainly have begun the process of reviewing and updating the programs of different departments. That task is crucial and we must end it promptly to the effect that this body approves new programs and adequate updated bibliography and greater clarity about the objectives in each of them. This activity is urgent, however, insufficient. In my opinion we should move towards a full and extensive review of the curriculum of the school. That seems to be as an activity that we can not postpone. There are specific issues worth noting: On the one hand there seems to be consistency in the arrangement of their contents. You understand, for example, that the materials of the Department of Methods should be located in the first half of the race, this is particularly true of computers. The same true for subjects like geography and international politics, social problems, which despite the efforts of the teachers seem isolated or insufficient connection with the rest of the subjects that constitute the entire curriculum.
I think we need a stronger link between the departments. The subjects of each of them must cross disciplinary manner so that the training of future professionals is much more consistent. Instead of having separate departments as islands, we must define a mechanism that allows us to interconnect, so that the work occurring in each one of them is relevant to others. We review the issue of skills, I think you will find that they do not respond adequately to the needs of the labor market or the academic needs of communication logic. In some ways we are working at the wrong from a conception of communication and its problems lies in the late eighties of last century. We can not assume the challenges of our times from a conception of the ECS and their problems, their way of organizing that goes back 22 years. We can not do without a comprehensive review of the profile of our graduates. We can not do without rethinking school logos from the field and from the practice field with the intention of incorporating knowledge of these areas of knowledge and channel in the formation of a truly integrated communicator.
is imperative that we organize and participate in a series of activities that lead us to establish a forum for discussion on the issues raised. The Management and from the Academic Coordinator of the ECS call on this effort to review, update and adapt and request the support and commitment of the School Council. In this sense it is an appropriate occasion to request the establishment of an immediate way to Ad-Hoc Committee for the revision of the curriculum. A first activity of this commission should be to review the material on this matter rest on Gustavo Leal Library and are the result of work in this direction was enhanced by the school community a few years ago. A second activity should be to convene and organize the first meeting as soon as work expanded with the participation of the Heads of Department and Chair and teachers concerned. A third task must be to organize the course of Competency Curriculum dictates SADPRO, for which it is awaiting the financial offer to be provided by the ECS and is intended to provide the tools that were necessary to consistently take the process of change in our curriculum. These tasks are urgent in view of the same answer, In my opinion, a number of needs and aspirations felt by the academic community of the school.
On the second issue mentioned, it is necessary to review the way it is organized into academic and administrative school. We have eight departments and too many chairs. This is a school that was conceived in a stellar moment in which we had a sufficient number of full-time faculty and dedication, which have been retiring, which had not been possible to guarantee a replacement of equivalent positions. On the contrary, many of these faculty positions have been replaced by part-time teachers, conventional and / or hours dais. This has into question our ability to conduct research and extension, to call for participation in various committees, even to fill the vacancies in the various chairs and departments.
We need to think in a departmental structure more agile and flexible, allowing a more rational use of teaching resources available at the school. But more importantly, it is necessary to move into a department of interdisciplinary design, which is producing a convergence between knowledge of diverse disciplines and producing a "conceptual construct" more consistent, more coherent face Change Research Program has been raised. On this matter there is much to discuss. After all it is necessary to ensure that each 'academic space' differentiable has a recognition that translates into the existence of a department, but, equally, it is necessary to perform a more consistent distribution of subjects and associated knowledge.
An initial proposal is to unify the departments of Political and Social Cs and Cs. Communication in what would be a Department of Cs. Communication and Society. It noted that both departments relate their activities to training in theoretical and conceptual categories in the field Social Communication. In my opinion there is no valid academic reason which justifies the subjects of these departments are not located under the same nomenclature. The integration of these departments shall promote theoretical metaconstrucción a conception of social communication that is capable of efficiently contribute to the redefinition of our curriculum. The complementary nature of the materials of these departments and their theoretical and conceptual vocation we suggest an integrated department to ensure that theoretical and conceptual consistency of our graduates.
understand that the Department of Cs of Communication and Society should become at a point of convergence between the different elements that add to the vocational school graduates in regard to theoretical and conceptual aspects of interdisciplinary to help ensure a consistent understanding on the Social Communication conceived as a process and the problems associated with it. We understand that since that understanding the courses of the department serve as support for different professional and life skills that come together in determining the curriculum of school, becoming a space for the convergence of the scientific, philosophical, sociological , political with proper communication. The department must meet the following objectives:
- Promote the conceptual discussion and the construction of theoretical and methodological categories in the field of social communication.
- Provide information and training in various areas of study and about the various approaches that constitute the scope of discussion of the Theory of Communication and Cs. Society, from a broad perspective that incorporates various categories and transdisciplinary theoretical concepts.
- Support the study of theoretical, conceptual, epistemological and ontological join the study of social communication from an interdisciplinary perspective.
- encourage critical thinking and the integration of theoretical and conceptual categories.
- Contribute to building an integrated view of the theory and practice of social communication that is based on a proper understanding and consistent communication about the context of the country from a historical perspective and current. This
according to the following structure:
- Chair of Communication Theory, Communication Psychology, Communication Theory, Socio-Political Communication, Theory Public Opinion, Philosophical, Philosophy of Communication, Seminars and / or electives.
- Chair of Cs. Social Policy: International Politics, Contemporary Social Issues, Geography, American History, History of Venezuela, History of Communication, Ethics and Law, seminars and / or electives.

worth noting that in addition to the above, the integration of the Department of Cs. Social Policy and the Department of Communication Cs in a Cs Department. Communication and Society, guarantees the existence of a department with a functional structure in which it would have a significant number of full-time professors and part-time, some of which participate in the PPI and advance research and extension activities.

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Change Control in Venezuela content

Some of the following idea: to live in a democracy a citizen must be well informed. This implies, first developing a set of capabilities for the analysis of reality, the production of categories and the ability to process information and transmit it to others. On the other hand, involves broad access to information of interest. The latter is crucial, particularly in regard to public information or one that is likely to affect us personally, to define our values \u200b\u200band perceptions. The issue is irrelevant since in the Venezuelan public discussion has raised the possibility that the National Assembly to discuss a bill to regulate the coverage of the private media.
The argument has a classic tone, it is said that the media handling of the information is made public "misrepresents" the national reality and undermines the work of government. Say that the argument is a classic because by now the Venezuelans and are used to ten years of explanations and accusations by means of which the government tries to blame others for their inefficiency, or, in any case, try to make us believe that we live in an idyllic country where things work normally. Thus, the facts of corruption, attacks on the media, general crime, murder weekend, are the result of "media manipulation." Are the media interested doing a reading of reality that seeks to negatively affect the management of government.
Here we find several issues. Certainly each of us has in certain circumstances "positions concerned." Overall goals are not our reading about certain matters, even more, our subjectivity and interests 'Play' in determining the valuation we do about things. In this sense, one might well accept that the media can make a concerned look of reality and that, therefore, convey information about some issues from a particular point that may at one time favor some interests and disadvantage some other .
The Chairman of the Committee on Science, Technology and Media National Assembly, MP Manuel Villalba, said that means "not adequately inform the public, but instead have been spent to distort reality and create chaos and confusion for the reader and the viewer. " We should ask the deputy who rate the quality of information transmitted through the media, if in the end, the company only to validate the information being transmitted by the official media, or whether the government must maintain absolute control on news coverage and programming of the media, or whether to limit criticism.
Democracy implies the possibility that the most diverse points of view can be considered by those who participate in public discussion. The opinion of citizens and their judgments about government actions must be the result of the evaluation made about them and how they affect their lives. So in an open society the various points of view must have the real voice, for that the media must have a number of guarantees: first there must be real access to public information, particularly that which emanates from government agencies, on the other there should be no restrictions on the editorial line to follow in fulfilling the role of responsible reporting.
In a democracy the state must be permanently subjected to public scrutiny. The action of the officers has a representative character, therefore the control of their actions must be understood as a natural fact. Clearly, an important part of this monitoring function is performed by journalists and is presented to the public through the media. While the performance of the media must be responsible and must be tied to attitudes and ethical valuations, they do not have to have an accommodating nature of the government. When the State seeks to control in excess, as in my opinion what happens with the proposed above-mentioned Act, creates suspicion, is there something to hide?

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Textual production strategies in elementary school

Presentation
Writing is an essential tool for communication. As educators should be concerned to develop in students the knowledge, skills and attitudes they need to be competent users of written communication.

Justification
Writing is a communication tool that allows us to express opinions, communicate messages, display ideas, and transferring knowledge. According

Cassany (1997), writing is to communicate coherently in writing, producing texts of considerable length on a topic of general culture.

Communicative competence is essential in the development whole student. From birth the child develops the language as a way to get in touch with the world. Later school education promotes the more formal aspects of language and more complex forms of expression.
develop the capacity for speaking, listening, reading, writing allows children and young people to express, learn, learn, learn, briefly joining the world, be part of it.

According to the exit profile established for basic education that the student is expected to complete their secondary education: Use oral and written language clearly, fluently and appropriately, to interact in different social contexts.

Modernity has placed within reach of most extraordinary tools of communication such as the Internet allows us to establish contact almost immediately with people who are on the other side of the world. This type of communication is primarily written. Paradoxically

now far-reaching possibilities, our children show many deficiencies in their writing. The test

LINK (National Assessment of Academic Achievement in Schools) applied to all students in third through sixth grade is noted that in 2006, 82.20% of students reached sixth grade level or elementary insufficient in the subject English, slightly improved situation in 2007 when the index fell nearly four percentage points, with even very high number of children not reached a level good or excellent in this area that is oriented toward mastery of communication tools .

being more specific in what has developed writer is concerned, the National Institute of Educational Evaluation (INEE) has developed a national study called "Learning from writing in basic education in Mexico," published in 2006.

This evaluation found that in sixth grade nationally 17.6 percent of students in the lowest level of achievement at Level II 45.4, 30.2 at Level III, 5.6 in Level IV and only 1.3 percent in the highest level. The first two levels represent the writing skills that are below the minimum expected, note that in them lies 63 percent of students in the country.

objective:

• apply strategies of textual production to contribute to the development of written communication skills of students in sixth grade the Esc ... Theoretical framework



The concept of writing.
According to the cognitive conception, writing is a process that requires the active participation of the writer who must apply complex mental operations: planning, drafting and revising. Each of these operations requires that the writer takes into account various textual levels that involve several aspects: purpose of writing, potential readers, plan of action for the task of writing, content, text type characteristics, appropriate vocabulary, morphosyntax rules , cohesion, spelling, etc..

Thus, writing is understood as the production of texts of various kinds and various purposes, a complex high cognitive impairment, who need to spend enough time in the classroom to meet the different phases through which passes the development of a text. Investigations into the operations used by those who dominate the writing-speaking countries (Cassany, 1993; Teberosky, 1995; Jolibert, 1997) indicate that the task of writing a coherent text and suitable for their purpose is not done directly but in several and recurrent stages in which the writer must coordinate a set of specific procedures: 1) Planning (purpose of the letter, predictable player, content), 2) Drafting or contextualization (text type characteristics, appropriate vocabulary, morphosyntax legislation, cohesion, spelling punctuation marks), and 3) Review (The return on what has been written, re-reading and evaluating it.)

What is communicative competence?
says Daniel Cassany microskills list that must be mastered to get the written communication skills, covering many issues, from motor mechanics and stroke of the letters, calligraphy or submission of writing up aspects more thoughtful selection and management of information, or even of cognitive strategies to generate ideas, review and reformulation. It should also include knowledge of linguistic units (alphabet, words, paragraphs, texts) and their properties (spelling, punctuation, coaherencia, etc.).
items needed to know how to write can be classified into three categories:
Concepts:
- Knowledge of the linguistic code that must have a writer and allow you to use language effectively (basic knowledge of spelling, grammar, consistency, types of text.)
Skills:
psychomotor
- Knowledge trace the letters
-
Cognitive calligraphy
- Generate and organize ideas
- Check or rephrase a text

Attitudes - The values \u200b\u200band opinions that the individual has on language and writing.
- Motivation, interest and even pleasure or boredom you can feel the student to the fact of writing.

A writer should have sufficient knowledge of the written code, and there should be able to apply writing strategies.

written code is the set of abstract knowledge on a written language that we stored in the brain. In general we are not too aware of their presence. You learn through different ways: reading, memorization of written texts, the study of grammar rules, a copy of excerpts from texts that we like. We use this knowledge to process texts, either encoding or decoding, reading or writing.

contrast, the composition process consists of the set of strategies we use to produce a written text. These strategies are the sum of actions taken since we decided to write something until we give the nod to the latest version of the text. Much of these actions or strategies can be observed externally and, therefore, the writer is more aware of their existence.
The new conception of literacy.

The profile of a good writer
Studies (Cassany Camps 1987 and 1990) were able to characterize those elements that distinguish students who are good writers:
Reading: competent writers are good readers or have been at some period of his life. Reading is the primary means of code written.
Awareness of the audience (readers): The competent writers, they write, spend time thinking about what they mean, how you say, what the receiver already knows, and so on. Planning
text: the writers have a mental outline of the text they write, is made an image of what they want to write, and also how they will work. Re-read the pieces written
: As the writer writes reread the fragments have already written to see if really fits what it means and also to link them with what to write next.
Review Text: While writing and reread the text, the author reviews and makes changes and improvements.
recursive writing process: The writing process is cyclical and flexible. The author rarely conforms to the first scheme or plan of the text, it is modified during the drafting of the letter as new ideas occur to him and incorporated in the text.
Support Strategies: During composition, the author also uses support strategies. Generally consulted dictionaries grammar books or to remove any information that does not have and need. Hypothesis



The use of textual production strategies helps to improve written communication skills of sixth graders at the School .... Type

research
The research conducted is of the action research because the researcher himself is part of the teaching-learning studies. Application


It will be held the application of some strategies of textual production, with a group of sixth grade. Results will be published later.

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