Research conducted within the framework of Masters degree in native language education, from an interpretive paradigm, qualitative approach and Research-Action design. Under a sociocultural perspective, this document analyzes and reflects on the teaching of writing in a public school in Bogotá in kindergarten, where mediation of the teacher is reduced to education without providing individualized assistance to support the process of acquiring the writing as a social practice of communication. To this extent, it is proposed, from the teacher, the construction of a framework that promotes the process in children.