Progressions in teachers' understandings of graphic organizers for representing knowledge

This article reports the progressions in the understandings about the graphic organizers for the representation of knowledge, which occurred in a group of 23 primary and secondary basic education teachers from a public educational institution in the department of Cundinamarca, Colombia. In the field work, framed in the methodological design of the pedagogical action research, the routines of thinking "before I thought and now, I think", "what makes you say that" and the "points of the compass" were implemented. In addition, a didactic unit supported in the framework of teaching for comprehension, which made it possible to show that teachers transformed their knowledge vis-a-vis graphic organizers, as an effect of the implementation of comprehension performances focused on reading processes, exhibitions, feedback, and applicability of the concept.