Factores sociales y ambientales presentes en el aprendizaje de la lectoescritura de básica primaria
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Fecha
2023
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Los procesos de lectura y escritura son de los primeros en enseñarse en las
instituciones educativas debido a la repercusión que estos tienen en diferentes
asignaturas académicas y su uso como estrategias de comunicación a la hora de
informar, expresar y, en general, cada una de las implicaciones que estos tienen
en la vida cotidiana de las personas. De ahí que se vuelva esencial desarrollar un
buen proceso de enseñanza y aprendizaje donde se tengan en cuenta los factores
que pueden interferir en el desarrollo de estos. En este orden de ideas,
investigaciones destinadas al reconocimiento de los factores anteriormente
mencionados se vuelven muy útiles al momento de identificar falencias dentro de
las instituciones educativas que puedan estar generando una dificultad en los
procesos estudiados, dando paso a que estudios futuros puedan intervenir sobre
estos, logrando así contribuir al bienestar educativo y personal de los niños, dado
que el identificar y trabajar estas falencias a edades tempranas trae consigo
resultados más efectivos ya que, a mayor tiempo pase, las dificultades irán
aumentado y afectando más a la persona, volviéndolas más difíciles de trabajar.
Teniendo en cuenta los resultados que se han obtenido en los últimos años en las
pruebas de estado Saber 3, 5 y 9 grado, que demuestran deficiencias en la
comprensión, análisis de textos y demás habilidades lectoras, así como en la
escritura, se es necesario realizar una investigación en torno a los factores que
pueden tener presencia en el aprendizaje de estas dos habilidades y contribuir al
buen desarrollo de estas.
Las instituciones escogidas para este trabajo de investigación fueron la Escuela
Normal Superior “La Hacienda” y el Instituto Técnico Diversificado De Barranquilla
“COTEDIBA”, en las cuales, se buscó caracterizar los factores sociales y
ambientales presentes en el aprendizaje de la lectoescritura de los niños a través
de 4 categorías: Enseñanza de la lectura y escritura por parte del colegio,
infraestructura y ambiente escolar, labor docente y las relaciones interpersonales.
Para esto, se trabajó con una metodología cuantitativa y un diseño descriptivo,
que permitiera describir a detalle la forma como se presentan las categorías
estudiadas sin caer en el análisis de estas mismas, haciendo uso, como
herramienta de recolección de la información, de una encuesta diseñada por un
investigador experto en el tema, con un total de 43 preguntas que permiten
conocer las posturas de los docentes frente a cada una de las variables, en total
se contó con la participación de 26 docentes entre las dos instituciones sin
discriminar entre género, edad, grado escolar que dirige o la profesión que ejerce.
A través de la implementación de esta metodología, se pudo encontrar en qué
manera se encuentran presentes la infraestructura, la labor docente, las relaciones
interpersonales y familiares dentro del proceso de enseñanza y adquisición de
conocimientos en los niños de las dos instituciones educativas de la ciudad de
Barranquilla, encontrando que son factores que no interfieren en el aprendizaje de
los estudiantes de básica primaria en estos dos establecimientos educativos, ya
que a pesar de contar con condiciones sociales y ambientales adecuadas, siguen
existiendo falencias en estas áreas.
The processes of reading and writing are among the first to be taught in educational institutions due to the impact they have on different academic subjects and their use as communication strategies when it comes to informing, expressing and, in general, each of the implications they have on people's daily lives. Hence, it becomes essential to develop a good teaching and learning process that takes into account the factors that may interfere in their development. In this order of ideas, research aimed at recognizing the aforementioned factors becomes very useful at the time of identifying shortcomings within educational institutions that may be generating a difficulty in the processes studied, giving way to future studies that may intervene on these, thus contributing to the educational and personal wellbeing of children, since identifying and working on these shortcomings at an early age brings more effective results since, the more time passes, the more difficulties will increase and affect the person, making them more difficult to work with. Taking into account the results obtained in recent years in the state tests Saber 3, 5 and 9 grade, which show deficiencies in comprehension, text analysis and other reading skills, as well as in writing, it is necessary to conduct research on the factors that may be present in the learning of these two skills and contribute to the proper development of them. The institutions chosen for this research work were the Escuela Normal Superior "La Hacienda" and the Instituto Técnico Diversificado De Barranquilla "COTEDIBA", in which we sought to characterize the social and environmental factors present in the children's learning of reading and writing through 4 categories: teaching of reading and writing by the school, infrastructure and school environment, teachers' work and interpersonal relationships. For this, we worked with a quantitative methodology and a descriptive design, which allowed us to describe in detail how the categories studied are presented without falling into the analysis of these categories, using, as a tool for collecting information, a survey designed by an expert researcher on the subject, with a total of 43 questions that allow us to know the positions of the teachers regarding each of the variables, in total there were 26 teachers between the two institutions without discriminating between gender, age, school grade or the profession they work in. Through the implementation of this methodology, it was possible to find in what way the infrastructure, the teaching work, the interpersonal and family relationships are present within the teaching process and the acquisition of knowledge in the children of the two educational institutions of the city of Barranquilla, finding that these are factors that do not interfere in the learning of the elementary school students in these two educational institutions, since in spite of having adequate social and environmental conditions, there are still shortcomings in these areas.
The processes of reading and writing are among the first to be taught in educational institutions due to the impact they have on different academic subjects and their use as communication strategies when it comes to informing, expressing and, in general, each of the implications they have on people's daily lives. Hence, it becomes essential to develop a good teaching and learning process that takes into account the factors that may interfere in their development. In this order of ideas, research aimed at recognizing the aforementioned factors becomes very useful at the time of identifying shortcomings within educational institutions that may be generating a difficulty in the processes studied, giving way to future studies that may intervene on these, thus contributing to the educational and personal wellbeing of children, since identifying and working on these shortcomings at an early age brings more effective results since, the more time passes, the more difficulties will increase and affect the person, making them more difficult to work with. Taking into account the results obtained in recent years in the state tests Saber 3, 5 and 9 grade, which show deficiencies in comprehension, text analysis and other reading skills, as well as in writing, it is necessary to conduct research on the factors that may be present in the learning of these two skills and contribute to the proper development of them. The institutions chosen for this research work were the Escuela Normal Superior "La Hacienda" and the Instituto Técnico Diversificado De Barranquilla "COTEDIBA", in which we sought to characterize the social and environmental factors present in the children's learning of reading and writing through 4 categories: teaching of reading and writing by the school, infrastructure and school environment, teachers' work and interpersonal relationships. For this, we worked with a quantitative methodology and a descriptive design, which allowed us to describe in detail how the categories studied are presented without falling into the analysis of these categories, using, as a tool for collecting information, a survey designed by an expert researcher on the subject, with a total of 43 questions that allow us to know the positions of the teachers regarding each of the variables, in total there were 26 teachers between the two institutions without discriminating between gender, age, school grade or the profession they work in. Through the implementation of this methodology, it was possible to find in what way the infrastructure, the teaching work, the interpersonal and family relationships are present within the teaching process and the acquisition of knowledge in the children of the two educational institutions of the city of Barranquilla, finding that these are factors that do not interfere in the learning of the elementary school students in these two educational institutions, since in spite of having adequate social and environmental conditions, there are still shortcomings in these areas.
Descripción
Palabras clave
Infraestructura, Relaciones interpersonales, Labor docente, Relaciones familiares, Lectura, Escritura, Infrastructure, Interpersonal relationships, Teaching work, Family relationships, Reading, Writing
