Narrativas Institucionales sobre estrategias didácticas para el fortalecimiento de la lectura crítica, aplicadas por los docentes de Lengua Castellana en el nivel de Secundaria y Media de la Institución Educativa Distrital Jesús Misericordioso
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Fecha
2020
Autores
Pacheco Ruiz, Yasmir María
Beljarano Rodríguez, Lyda Edith
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tuvo como objetivo develar la articulación entre las narrativas Institucionales sobre las estrategias didácticas aplicadas por los docentes de Lengua Castellana para el fortalecimiento de la lectura crítica, basándose en la información obtenida a través de entrevistas a docentes de básica secundaria y media de la IED Jesús Misericordioso de la ciudad de Barranquilla y fundamentado teóricamente el estudio en Cassany (2003), Torres & Giron, 2009, Páez. & Rondón (2014), Flores et al, 2017
Cabe destacar, que la investigación fue de tipo cualitativo-descriptivo , bajo el paradigma histórico-hermenéutico. Vale la pena anotar, que la investigación buscó con la aplicación del método de teoría fundamentada, obtener información relevante de la práctica educativa de actores sociales (docentes) respecto a las narrativas institucionales que se producen a partir de las vivencias individuales y colectivas para lograr mejores didácticas desde la lectura critica, tomando como referencia una muestra poblacional de seis (6) docentes del área de Lengua Castellana. El estudio se fundamentó en los aportes teóricos de autores como Cassany (2003), Torres & Giron (2009), Páez & Rondón (2014), Flores (2017), en cuanto a las categorias: narrativas institucionales, estrategas didácticas y lectura critica.
Para ello, se aplicaron técnicas de recopilación de información como las entrevistas y el análisis documental por medio de instrumentos como la guía de entrevistas y la ficha de revisión documental, desde donde se adelantaron actividades de procesamiento y análisis de la información utilizando técnicas de triangulación e interpretación de datos.
Entre los resultados encontrados se resalta la falta de articulación del discurso educativo respecto a la didáctica implementada en los procesos de enseñanza aprendizaje relacionados con la lectura critica, observándose la poca unificación de criterios y metodologías para impactar positivamente a los mejores desempeños en competencias comunicativas acorde a los liniamientos y políticas institucionales.
Con base en los resultados encontrados se concluye que las exigencias de una práctica educativa basada en el fomento de la lectura crítica desde las narrativas institucionales requiere replantear estrategias educativas, unificar criterios en planes de estudios, lineamientos y políticas de actuación con base en un discurso coherente y realista que priorice el trabajo colaborativo entre los docentes involucrados, las directivas del centro de enseñanza y los estudiantes, partiendo de la realidad, contexto sociocultural y los intereses de la comunidad educativa.
The objective of this research was to unveil the articulation between the Institutional narratives on the didactic strategies applied by Spanish Language teachers to strengthen critical reading, based on the information obtained through interviews with elementary and middle school teachers. IED Jesús Misericordioso of the City of Barranquilla and theoretically based the study in Cassany (2003), Torres & Giron, 2009, Páez. & Rondón (2014), Flores et al, (2017). It should be noted that the research was of a qualitative-descriptive type, under the historical-hermeneutical paradigm. It is worth noting that the research sought, using the grounded theory method, to obtain relevant information from the educational practice of social actors (teachers) regarding the institutional narratives that are produced from individual and collective experiences to achieve better didactics from critical reading, taking as reference a population sample of six (6) teachers from the area of Spanish Language. The study was based on the theoretical contributions of authors such as Cassany (2003), Torres & Giron (2009), Páez & Rondón (2014), Flores (2017), regarding the categories: institutional narratives, didactic strategists, critical reading and reading comprehension. For this, information gathering techniques such as interviews and documentary analysis were applied using instruments such as the interview guide and the document review sheet, from where information processing and analysis activities were carried out using truiangulation and analysis techniques. interpretation of data. Among the results found, the lack of articulation of the educational discord regarding the didactics implemented in the teaching-learning processes related to critical reading stands out, observing the little unification of criteria and methodologies to positively impact those with better performances in communicative skills according to institutional guidelines and policies. Based on the results found, it is concluded that the demands of an educational practice based on the promotion of critical reading from institutional narratives requires rethinking educational strategies, unifying criteria in study plans, guidelines and action policies based on a coherent discourse and realistic that prioritizes collaborative work between involved teachers, school leaders and students, based on reality, socio-cultural context and the interests of the educational community.
The objective of this research was to unveil the articulation between the Institutional narratives on the didactic strategies applied by Spanish Language teachers to strengthen critical reading, based on the information obtained through interviews with elementary and middle school teachers. IED Jesús Misericordioso of the City of Barranquilla and theoretically based the study in Cassany (2003), Torres & Giron, 2009, Páez. & Rondón (2014), Flores et al, (2017). It should be noted that the research was of a qualitative-descriptive type, under the historical-hermeneutical paradigm. It is worth noting that the research sought, using the grounded theory method, to obtain relevant information from the educational practice of social actors (teachers) regarding the institutional narratives that are produced from individual and collective experiences to achieve better didactics from critical reading, taking as reference a population sample of six (6) teachers from the area of Spanish Language. The study was based on the theoretical contributions of authors such as Cassany (2003), Torres & Giron (2009), Páez & Rondón (2014), Flores (2017), regarding the categories: institutional narratives, didactic strategists, critical reading and reading comprehension. For this, information gathering techniques such as interviews and documentary analysis were applied using instruments such as the interview guide and the document review sheet, from where information processing and analysis activities were carried out using truiangulation and analysis techniques. interpretation of data. Among the results found, the lack of articulation of the educational discord regarding the didactics implemented in the teaching-learning processes related to critical reading stands out, observing the little unification of criteria and methodologies to positively impact those with better performances in communicative skills according to institutional guidelines and policies. Based on the results found, it is concluded that the demands of an educational practice based on the promotion of critical reading from institutional narratives requires rethinking educational strategies, unifying criteria in study plans, guidelines and action policies based on a coherent discourse and realistic that prioritizes collaborative work between involved teachers, school leaders and students, based on reality, socio-cultural context and the interests of the educational community.
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Palabras clave
Narrativas institucionales, Estrategias didácticas, Lectura crítica, Institutional narratives, Didactic strategies, Critical reading