Diseño de estrategias curriculares para promover el gusto por la lectura y escritura, a través de la utilización de cuentos, historietas e historias que motiven a una buena comprensión y entonación en los niños del grado 1° de la Institución Educativa Campo de la Cruz, sede 2 Francisco de Paula Santander
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Fecha
2010
Autores
Ospino Muñoz, Amparo Candelaria
Carrillo Pérez, Catalina Zoila
Tejada Martínez, Ibeth Del Amparo
Thomas Rojano, Iris Teresa
Rodríguez Rago, Laudina Rosa
Ocampo Ocampo, Laudith Esther
Rodríguez Rodríguez, Ligia Del Socorro
Sanjuanelo Rodríguez, María Luisa
Rojano De Pulido, Nelly Amparo
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El presente trabajo de grado ahonda en la problemática de la lectoescritura en lo referente a la poca comprensión lectora que presentan los estudiantes del grado 1 0 de la Institución Educativa Campo de la cruz, sede 2 Francisco de Paula Santander lo que ocasiona deserción y repitencia del misn-to grado, lo que hace cuestionar las estrategias pedagógicas que puede plantear la escuela para dar solución a los problemas de comprensión y entonación en la enseñanza aprendizaje de la lectoescritura, como pretende también indicar algunos fundamentos teóricos que deben tenerse en cuenta como posibilidad para diseñar estrategias curriculares en la enseñanza-aprendizaje de la lectoescritura, que se fundamenta y estructura en la teoría crítica-social donde se rescata en esta investigación los aportes constructivista de diferentes autores, teniendo ha Ovidio Declory como exponente de una metodologia global, que se basa en los interés y las necesidades del niño como recursos que complementan el aprendizaje de la lectura y escritura; utilizándose como apoyo para la formación del individuo; y desde sus pre-saberes es una vía posible para la práctica pedagógica, para que desarrolle habilidades lectora y escritora en forma placentera que le sirvan para acceder al conocimiento. La práctica del docente ha permitido establecer que en los primeros grados es importante enfatizar en el uso del lenguaje a través de sus manifestaciones orales y escritas aproximándolos a diferentes códigos no verbales y con miras a la comprensión y recreación de estos, organizando y planeando las actividades de acuerdo a los intereses y necesidades del estudiante, y también teniendo en cuenta a padres de familias y al entorno que lo rodea; creando espacios amenos y divertidos en la escuela para que se apropien de aprendizajes significativos a través de la didáctica del juego, la exploración del medio desarrollando en el niño la recreación lectora lo que permite el aprendizaje de la lectura y escritura.
Se utiliza una metodología etnográfica entendida como una investigación social que estudia fenómenos analizados desde el punto de vista humano, dando a conocer las causas del problema a través de una descripción cualitativa de los hechos. De ahí la necesidad de realizar una propuesta curricular denominada: El placer por la construcción del lenguaje oral y escrito; esta propuesta está diseñada en unas estrategias curriculares que contribuyan a promover el gusto por la lectura y escritura. Creando espacios literarios para que los niños interactúen con situaciones de aprendizaje de su interés, como también la conformación de grupos de niños para la adquisición del lenguaje oral y escrito utilizando contextos semánticos a partir de un cuento o historia que ayuden a provocar aprendizajes, retroalimentar experiencias con los docentes sobre la practica metodológica e inmiscuir a los padres en el proceso. Esta propuesta es desarrollada con unas actividades diseñadas en una cartilla que el docente llevará como apoyo didáctico en la implementación de la propuesta, dando gran importancia al proceso como una actividad lúdica.
This paper delves into the problematic of reading and writing in relation to poor reading comprehension that 1 st grade students present at Instituciön Educativa Campo de la Cruz, branch 2 Francisco de Paula Santander which causes desertion and repetition of the same grade. This situation questions the pedagogical strategies that the school can propose to give solution to solve the problems of understanding and intonation in the learning of literacy. It also pretends to point out about theoretical basis that must be taken into account as possibilities for curriculum design strategies in teaching and learning literacy which is based and structured on the critical —social theory; this is why this research takes the contributions of different authors, having Ovidio Declory as an exponent of a global methodology which is based on interests and needs of children as resources that complement the learning of reading and writing; using as support to formation of individuals, and from previous knowledge it is a possible way for pedagogical practice, and in the same way it develops reading skills in a fun way. The practice of teachers has established that in the early grades is important to emphasize the use of language through its written and oral manifestations approaching to different non- verbal codes with the purpose of understand and recreate them, organizing and planning the activities according to the interests and necessities of the students, taking into account parents, surroundings, creating fun and entertained spaces at school so students can appropriate their selves of meaningful learning through the didactic of the games, the exploration of the surrounding; developing recreational reading and allowing the learning of reading and writing. It is used and ethnographic methodology understood as a social research that studies phenomena analyzed from the human point of view, revealing the causes of the problem through a qualitative description of the facts. Hence the need for a curriculum entitled: The pleasure of the construction of oral and written language, curriculum strategies designed to help promote the love of reading and writing. Creating literary spaces for children to interact with learning situations of interest, such as the formation of groups of children to acquire oral and written language using semantic context from a story or history that induce leaming, feedback experiences practice teachers on methodological and parents meddle in the process. This proposal is developed with activities designed in a book that take as support teacher training in the implementation of the proposal, attaching great importance to the process as a recreational activity that provides facilitators of leaming mechanisms of linguistic codes.
This paper delves into the problematic of reading and writing in relation to poor reading comprehension that 1 st grade students present at Instituciön Educativa Campo de la Cruz, branch 2 Francisco de Paula Santander which causes desertion and repetition of the same grade. This situation questions the pedagogical strategies that the school can propose to give solution to solve the problems of understanding and intonation in the learning of literacy. It also pretends to point out about theoretical basis that must be taken into account as possibilities for curriculum design strategies in teaching and learning literacy which is based and structured on the critical —social theory; this is why this research takes the contributions of different authors, having Ovidio Declory as an exponent of a global methodology which is based on interests and needs of children as resources that complement the learning of reading and writing; using as support to formation of individuals, and from previous knowledge it is a possible way for pedagogical practice, and in the same way it develops reading skills in a fun way. The practice of teachers has established that in the early grades is important to emphasize the use of language through its written and oral manifestations approaching to different non- verbal codes with the purpose of understand and recreate them, organizing and planning the activities according to the interests and necessities of the students, taking into account parents, surroundings, creating fun and entertained spaces at school so students can appropriate their selves of meaningful learning through the didactic of the games, the exploration of the surrounding; developing recreational reading and allowing the learning of reading and writing. It is used and ethnographic methodology understood as a social research that studies phenomena analyzed from the human point of view, revealing the causes of the problem through a qualitative description of the facts. Hence the need for a curriculum entitled: The pleasure of the construction of oral and written language, curriculum strategies designed to help promote the love of reading and writing. Creating literary spaces for children to interact with learning situations of interest, such as the formation of groups of children to acquire oral and written language using semantic context from a story or history that induce leaming, feedback experiences practice teachers on methodological and parents meddle in the process. This proposal is developed with activities designed in a book that take as support teacher training in the implementation of the proposal, attaching great importance to the process as a recreational activity that provides facilitators of leaming mechanisms of linguistic codes.
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Palabras clave
Enseñanza, Aprendizaje, Habilidades, Didácticas, Actividades, Cartilla, Lectura, Escritura, Juegos, Comprensión, Estrategias, Currículo, Propuesta, Metodología, Constructivismo, Conocimiento, Teaching, Leaming, Skills, Teaching, Activities, Book, Reading, Writing, Games, Comprehension, Strategies, Curriculum, Proposal, Methodology, Constructivism, Literature
