Desarrollo de competencias escritoras a través de la narración de experiencias familiares y escolares, en estudiantes de grado tercero, de la Institución Educativa Raimundo Ordóñez Yáñez del municipio de Lourdes – Norte de Santander
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2021
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
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Antecedentes: La escritura es de las destrezas requeridas para comunicarse asertivamente; la adquisición de esta competencia esta articulada con el desarrollo de otras habilidades como la comprensión lectora, considerándose la competencia comunicativa escritora, una de las habilidades más complejas y arduas de aprender, debido a que, en esta competencia se pone en evidencia el conocimiento y el uso de la lengua, además, las estrategias discursivas que posee un persona para elaborar un texto teniendo en cuenta su intensión comunicativa.
Objetivos: Desde esta visión el presente proyecto desarrolló como objetivo principal el diseño una propuesta pedagógica que promoviera el desarrollo de las competencias comunicativas escritoras a través de la narración de experiencias familiares y escolares en estudiantes de tercer grado de la Institución educativa Raimundo Ordóñez Yáñez, del Municipio de Lourdes, Norte de Santander.
Materiales y Métodos: Estudio que presentó una metodología con paradigma investigativo social constructivista, de enfoque cualitativo, con diseño investigación acción educativa, tomando como muestra intencionada 15 estudiantes del grado 3 y aplicando instrumentos como un diario de campo y una prueba ensayo antes y después de la intervención pedagógica.
Resultados: Obteniendo como resultado que los estudiantes antes de la implementación de la propuesta didáctica presentaron debilidades notorias en los criterios de ortografía (O), en donde 11 de los 15 estudiantes evaluados presentaron textos muy cortos con bastantes errores ortográficos; así mismo, en los criterios de cohesión y coherencia se observaron numerosos textos con ausencia de conectores, en donde se evidenció dificultad para reconstruir el sentido global de la narración presentada y en los criterios de propósito y organización del texto, un gran número de estudiantes (14) presentaron contenidos con poca claridad en el mensaje a transmitir, igualmente desconocían la estructura de los textos narrativos. Por otro lado, se evidenciaron fortalezas en el criterio de legibilidad y signos de puntuación, en donde la mayoría de los estudiantes presentan textos legibles y usando adecuadamente los signos de puntuación.
Finalizada la intervención de la propuesta didáctica, se evidenciaron avances significativos, por el ejemplo para el criterio de legibilidad, 14 de los 15 estudiantes evaluados lograron avanzar de nivel o mantuvieron el nivel 4 que inicialmente demostraron.
Para el criterio de ortografía, 10 de los 15 estudiantes evaluados avanzaron de nivel. Para el criterio de signos de puntuación, 14 de los 15 estudiantes evaluados mejoraron su desempeño y por ende su nivel.
Para el criterio de cohesión, 12 de los 15 estudiantes evaluados mejoraron su desempeño o avanzaron de nivel, dos estudiantes E12 y E15 no demostraron mejoramiento, mantuvieron el nivel 2 o bajo, y el estudiante E5 desmejoro su desempeño con relación a la prueba ensayo inicial.
Para el criterio de coherencia, 14 de los 15 estudiantes evaluados fortalecieron su aprendizaje respecto de este tema, solo el estudiante E12 no demostró avances, manteniendo el nivel demostrado en la prueba ensayo inicial.
Para el criterio propósito del texto, 14 estudiantes de los 15 evaluados, mejoraron su desempeño significativamente, un solo estudiante E15 no demostró avances y se mantuvo en el nivel bajo, demostrado en la prueba ensayo inicial.
Para el criterio organización del texto, 15 estudiantes de los 15 evaluados, mejoraron significativamente el desempeño respecto de la prueba ensayo inicial.
Conclusiones: Los estudiantes mejoraron significativamente sus desempeños de acuerdo con los criterios evaluados a través de una rúbrica, así mismo, se encontró que para fortalecer esta habilidad es importante implementar los subprocesos de planificar, textualizar y revisar, donde el releer y retroalimentar los escritos permitió mejorar la calidad de las narraciones. Igualmente, el acompañamiento y apoyo de padre de familia fue clave, para desarrollar múltiples actividades desde casa
Title: Development of communicative writing skills through the narration of family and school experiences, in third grade students, of the Raimundo Ordóñez Yáñez Educational Institution of the Municipality of Lourdes - Norte De Santander. Background: Written expression is one of the skills that every individual requires to communicate in written form. Acquiring this competence requires a process and the development of other skills such as reading, which is considered one of the most complex and arduous skills to learn, because this competence shows the use of the language, the level of knowledge of it. and the writing skills that an individual possesses. Objective: From this vision, the present project developed as its main objective the design of a pedagogical proposal that would promote the development of communicative writing skills, through the narration of family and school experiences in third-grade students of the Raimundo Ordóñez Yáñez Educational Institution, of the Municipality from Lourdes, North of Santander. Materials and Methods: Study that presented a methodology with a social constructivist research paradigm, with a qualitative approach, with an educational action research design, taking as an intentional sample 15 students from grade 3 and applying instruments such as a field diary and an essay test before and after the pedagogical intervention. Results: As a result, before the implementation of the didactic proposal, the students presented notorious weaknesses in the spelling criteria (O), where 11 of the 15 students evaluated presented very short texts with many spelling mistakes; Likewise, in the criteria of cohesion and coherence, numerous texts were observed with an absence of connectors, where difficulty was evidenced in reconstructing the global sense of the narrative presented, and in the criteria of purpose and organization of the text, a large number of students (14) presented contents with little clarity in the message to be transmitted; they were also unaware of the structure of narrative texts. On the other hand, strengths were evidenced in the criteria of legibility and punctuation marks, where most of the students presented legible texts and used punctuation marks adequately. At the end of the intervention of the didactic proposal, significant progress was evidenced, for example, for the readability criterion, 14 of the 15 students evaluated were able to advance in level or maintained the level 4 they initially demonstrated. For the spelling criterion, 10 of the 15 students evaluated advanced in level. For the criterion of punctuation marks, 14 of the 15 students evaluated improved their performance and therefore their level. For the cohesion criterion, 12 of the 15 students evaluated improved their performance or advanced in level, two students E12 and E15 did not show improvement, maintained level 2 or lower, and student E5 improved his performance in relation to the initial test. For the coherence criterion, 14 of the 15 students evaluated strengthened their learning with respect to this topic, only student E12 did not show progress, maintaining the level demonstrated in the initial test. For the criterion purpose of the text, 14 of the 15 students evaluated improved their performance significantly, only one student E15 did not show progress and remained at the low level demonstrated in the initial test. For the criterion organization of the text, 15 students out of the 15 evaluated significantly improved their performance with respect to the initial test. Conclusions: the students significantly improved their performance according to the criteria evaluated through a rubric, likewise, it was found that to strengthen this ability it is important to implement the sub-processes of planning, textualizing and reviewing, where re-reading and feedback the writings allowed to improve the quality of the narratives. Likewise, the accompaniment and support of the father of the family was key to developing multiple activities from home
Title: Development of communicative writing skills through the narration of family and school experiences, in third grade students, of the Raimundo Ordóñez Yáñez Educational Institution of the Municipality of Lourdes - Norte De Santander. Background: Written expression is one of the skills that every individual requires to communicate in written form. Acquiring this competence requires a process and the development of other skills such as reading, which is considered one of the most complex and arduous skills to learn, because this competence shows the use of the language, the level of knowledge of it. and the writing skills that an individual possesses. Objective: From this vision, the present project developed as its main objective the design of a pedagogical proposal that would promote the development of communicative writing skills, through the narration of family and school experiences in third-grade students of the Raimundo Ordóñez Yáñez Educational Institution, of the Municipality from Lourdes, North of Santander. Materials and Methods: Study that presented a methodology with a social constructivist research paradigm, with a qualitative approach, with an educational action research design, taking as an intentional sample 15 students from grade 3 and applying instruments such as a field diary and an essay test before and after the pedagogical intervention. Results: As a result, before the implementation of the didactic proposal, the students presented notorious weaknesses in the spelling criteria (O), where 11 of the 15 students evaluated presented very short texts with many spelling mistakes; Likewise, in the criteria of cohesion and coherence, numerous texts were observed with an absence of connectors, where difficulty was evidenced in reconstructing the global sense of the narrative presented, and in the criteria of purpose and organization of the text, a large number of students (14) presented contents with little clarity in the message to be transmitted; they were also unaware of the structure of narrative texts. On the other hand, strengths were evidenced in the criteria of legibility and punctuation marks, where most of the students presented legible texts and used punctuation marks adequately. At the end of the intervention of the didactic proposal, significant progress was evidenced, for example, for the readability criterion, 14 of the 15 students evaluated were able to advance in level or maintained the level 4 they initially demonstrated. For the spelling criterion, 10 of the 15 students evaluated advanced in level. For the criterion of punctuation marks, 14 of the 15 students evaluated improved their performance and therefore their level. For the cohesion criterion, 12 of the 15 students evaluated improved their performance or advanced in level, two students E12 and E15 did not show improvement, maintained level 2 or lower, and student E5 improved his performance in relation to the initial test. For the coherence criterion, 14 of the 15 students evaluated strengthened their learning with respect to this topic, only student E12 did not show progress, maintaining the level demonstrated in the initial test. For the criterion purpose of the text, 14 of the 15 students evaluated improved their performance significantly, only one student E15 did not show progress and remained at the low level demonstrated in the initial test. For the criterion organization of the text, 15 students out of the 15 evaluated significantly improved their performance with respect to the initial test. Conclusions: the students significantly improved their performance according to the criteria evaluated through a rubric, likewise, it was found that to strengthen this ability it is important to implement the sub-processes of planning, textualizing and reviewing, where re-reading and feedback the writings allowed to improve the quality of the narratives. Likewise, the accompaniment and support of the father of the family was key to developing multiple activities from home
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Palabras clave
Expresión escrita, Propuesta didáctica para la escritura, Producción textual a través de textos narrativos, Competencia escritora, Written expression, Didactic proposal for writing, Textual production through narrative texts, Writing competence
