Estrategia pedagógica para la participación de los actores educativos en el desarrollo de la comprensión lectora
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Fecha
2024
Autores
Abiantun Salaiman, Alia María
Ospino Fritz, Katherin del Carmen
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Sociales y Jurídicas
Facultad de Ciencias Sociales y Jurídicas
Resumen
La presente investigación tiene como propósito fundamental establecer dinámicas
de participación de los actores educativos en el desarrollo del proceso de
comprensión lectora en el nivel de básica primaria de la Institución Educativa
Técnica María Inmaculada de pital de Megua, ubicada en el corregimiento de Pital
de Megua jurisdicción del municipio de Baranoa, con el fin de proponer una
estrategia pedagógica que fortalezca el proceso en los estudiantes del área rural.
Dicho esto, el equipo de investigación optó por un enfoque cualitativo de carácter
etnográfico, empleando como técnicas de recolección de datos la observación
participante, entrevistas en profundidad y análisis documental, las cuales fueron
aplicadas a estudiantes, docentes, directivos docentes y padres de familia previo
diseño y validación de instrumentos con expertos. El proceso de aplicación de
instrumentos se realizó con un muestreo intencional durante un periodo de tiempo
diseñado de tal manera que se minimizara la presencia del equipo de investigación
en el establecimiento educativo y no generar posibles alteraciones de
comportamiento en los actores educativos.
Durante el proceso se identificaron tres categorías fundamentales de estudio y
análisis como lo son actores educativos, estrategias pedagógicas y comprensión
lectora, todas ellas abordadas desde diferentes referentes teóricos para su mayor
entendimiento y adaptabilidad dentro de la investigación, así como la respectiva
referenciación con los referentes de calidad del ministerio de educación nacional y
organismos que direccionan la política educativa de Colombia.
Al momento de aplicar los instrumentos diseñados, los cuales fueron validados
previamente por expertos al tratarse de elementos nuevos que también aportan a
la construcción de nuevo conocimiento se lograron identificar elementos de juicio
para soportar la necesidad de intervenir la participación de los actores educativos
dentro del proceso de comprensión lectora, sin embargo, se debe destacar el
compromiso y claridad que tienen los diferentes actores del proceso educativo a
pesar de no estar involucrados directamente en él.
Los principales resultados de esta investigación evidencian la importancia de la
intervención de padres, docentes y directivos en el desarrollo de habilidades de
lectura. La investigación destaca la necesidad de estrategias pedagógicas efectivas,
así como la colaboración entre la escuela y la familia para promover una cultura de
lectura. Además, resalta la influencia significativa de los padres en el desarrollo
académico y la motivación de sus hijos, subrayando la relevancia de su participación
activa en el proceso educativo como elemento motivador, pero también como
retroalimentación del mismo.
La estrategia diseñada involucra elementos de la cotidianidad, pero también traídos
desde la literatura existente en otros contextos donde han mostrado éxito, situación
que es coherente con la universalidad del conocimiento y la investigación. Esta
estrategia involucra el desarrollo de actividades intra mural y otras por fuera del
ámbito escolar que se limita a la escuela promoviendo la participación de los padres
en el fortalecimiento de la comprensión lectora desde la generación de hábitos de
lectura en casa según los gustos e intereses de cada estudiante teniendo en cuenta
su desarrollo cognitivo.
El equipo de investigación recomienda posterior a este trabajo implementar y
evaluar dicha estrategia con el objetivo de avanzar en la consolidación de un
proyecto de escuela verdaderamente vinculante con todos los actores del proceso,
en especial de comprensión lectora
The fundamental purpose of this research is to establish dynamics of participation of educational actors in the development of the reading comprehension process at the primary school level of the María Inmaculada Technical Educational Institution of Pital de Megua, located in the district of Pital de Megua jurisdiction. of the municipality of Baranoa, in order to propose a pedagogical strategy that strengthens the process in students in rural areas. That said, the research team opted for a qualitative ethnographic approach, using participant observation, in-depth interviews and documentary analysis as data collection techniques, which were applied to students, teachers, educational directors and parents prior to design and validation of instruments with experts. The process of applying instruments was carried out with intentional sampling during a period of time designed in such a way as to minimize the presence of the research team in the educational establishment and not generate possible behavioral alterations in educational actors. During the process, three fundamental categories of study and analysis were identified, such as educational actors, pedagogical strategies and reading comprehension, all of them approached from different theoretical references for greater understanding and adaptability within the research, as well as the respective reference with the references. of quality of the Ministry of National Education and organizations that direct the educational policy of Colombia. At the time of applying the designed instruments, which were previously validated by experts as they are new elements that also contribute to the construction of new knowledge, elements of judgment were identified to support the need to intervene in the participation of educational actors within the process. of reading comprehension, however, the commitment and clarity that the different actors in the educational process have despite not being directly involved in it should be highlighted. The main results of this research show the importance of the intervention of parents, teachers and managers in the development of reading skills. The research highlights the need for effective pedagogical strategies, as well as collaboration between school and family to promote a reading culture. Furthermore, it highlights the significant influence of parents on the academic development and motivation of their children, underlining the relevance of their active participation in the educational process as a motivating element, but also as feedback. The designed strategy involves elements from everyday life, but also brought from existing literature in other contexts where they have shown success, a situation that is consistent with the universality of knowledge and research. This strategy involves the development of intra-mural activities and others outside the school environment that is limited to the school, promoting parental participation in strengthening reading comprehension from the generation of reading habits at home according to the tastes and interests of the children. each student taking into account their cognitive development. After this work, the research team recommends implementing and evaluating said strategy with the aim of advancing in the consolidation of a truly binding school project with all the actors in the process, especially reading comprehension.
The fundamental purpose of this research is to establish dynamics of participation of educational actors in the development of the reading comprehension process at the primary school level of the María Inmaculada Technical Educational Institution of Pital de Megua, located in the district of Pital de Megua jurisdiction. of the municipality of Baranoa, in order to propose a pedagogical strategy that strengthens the process in students in rural areas. That said, the research team opted for a qualitative ethnographic approach, using participant observation, in-depth interviews and documentary analysis as data collection techniques, which were applied to students, teachers, educational directors and parents prior to design and validation of instruments with experts. The process of applying instruments was carried out with intentional sampling during a period of time designed in such a way as to minimize the presence of the research team in the educational establishment and not generate possible behavioral alterations in educational actors. During the process, three fundamental categories of study and analysis were identified, such as educational actors, pedagogical strategies and reading comprehension, all of them approached from different theoretical references for greater understanding and adaptability within the research, as well as the respective reference with the references. of quality of the Ministry of National Education and organizations that direct the educational policy of Colombia. At the time of applying the designed instruments, which were previously validated by experts as they are new elements that also contribute to the construction of new knowledge, elements of judgment were identified to support the need to intervene in the participation of educational actors within the process. of reading comprehension, however, the commitment and clarity that the different actors in the educational process have despite not being directly involved in it should be highlighted. The main results of this research show the importance of the intervention of parents, teachers and managers in the development of reading skills. The research highlights the need for effective pedagogical strategies, as well as collaboration between school and family to promote a reading culture. Furthermore, it highlights the significant influence of parents on the academic development and motivation of their children, underlining the relevance of their active participation in the educational process as a motivating element, but also as feedback. The designed strategy involves elements from everyday life, but also brought from existing literature in other contexts where they have shown success, a situation that is consistent with the universality of knowledge and research. This strategy involves the development of intra-mural activities and others outside the school environment that is limited to the school, promoting parental participation in strengthening reading comprehension from the generation of reading habits at home according to the tastes and interests of the children. each student taking into account their cognitive development. After this work, the research team recommends implementing and evaluating said strategy with the aim of advancing in the consolidation of a truly binding school project with all the actors in the process, especially reading comprehension.
Descripción
Palabras clave
Actores educativos, Comprensión lectora, Estrategia pedagógica, Aprendizaje activo
