Propuesta pedagógica para mejorar el proceso lecto-escritor de los niños y las niñas que hacen parte del programa de acompañamiento de la fundación creciendo unidos
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Fecha
2023
Autores
Arenas Vergel, Andrey Karina
Álvarez Mejía, María Alejandra
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La lectura se entiende como el proceso de significación y comprensión que permite la aprehensión de algún tipo de información o ideas almacenadas en un soporte de plataforma particular el cual es transmitida por medio de ciertos códigos, relacionados con el lenguaje, sin embargo, no es una actividad neutra: pone en juego al lector y una serie de relaciones complejas con el texto. Y es en la escuela donde se logran las mayores competencias en cuanto a esta capacidad cognitiva. Más, cuando el libro está cerrado, o no se utilizan las estrategias adecuadas para motivar al estudiante, el lector pierde la posibilidad de adquirir un aprendizaje significativo. En función de ello, es importante que el docente haga uso de técnicas, métodos y actividades que le permitan una eficaz labor en cuanto a esta competencia, que estructura todo un bagaje de información que concierne a lo didáctico y pedagógico, tomando como referencias de las áreas de aprendizaje, y como plataforma cuentan con el lenguaje, para el cual tiene a disposición las estrategias actualizadas y puestas en práctica. Metodológicamente el estudio se orientó desde el paradigma interpretativo, enfoque de investigación cualitativo, bajo la modalidad de investigación acción como fundamento para abordar la realidad en estudio. El análisis sirve de fuente para el diseño de un modelo pedagógico que asista la situación problemática actual en la enseñanza de la lecto-escritura y permita en prospectiva una orientación para docentes en su rol de mediador de procesos cognitivos en la realidad objeto de estudio inserta en el contexto de la investigación.
Reading is understood as the process of signification and comprehension that allows the apprehension of some type of information or ideas stored in a particular platform support which is transmitted through certain codes, related to language, however, it is not a neutral activity: brings into play the reader and a series of complex relationships with the text. And it is at school where the greatest skills in terms of this cognitive ability are achieved. Plus, when the book is closed, or the appropriate strategies are not used to motivate the student, the reader loses the possibility of acquiring significant learning. Based on this, it is important that the teacher makes use of techniques, methods and activities that allow an effective work in terms of this competence, which structures a whole baggage of information that concerns the didactic and pedagogical, taking as references the learning areas, and as a platform they have the language, for which updated and put into practice strategies are available. Methodologically, the study was oriented from the interpretive paradigm, qualitative research approach, under the modality of action research as a foundation to address the reality under study. The analysis serves as a source for the design of a pedagogical model that assists the current problematic situation in the teaching of reading and writing and allows a prospective orientation for teachers in their role as mediator of cognitive processes in the reality object of study inserted in the context of the investigation.
Reading is understood as the process of signification and comprehension that allows the apprehension of some type of information or ideas stored in a particular platform support which is transmitted through certain codes, related to language, however, it is not a neutral activity: brings into play the reader and a series of complex relationships with the text. And it is at school where the greatest skills in terms of this cognitive ability are achieved. Plus, when the book is closed, or the appropriate strategies are not used to motivate the student, the reader loses the possibility of acquiring significant learning. Based on this, it is important that the teacher makes use of techniques, methods and activities that allow an effective work in terms of this competence, which structures a whole baggage of information that concerns the didactic and pedagogical, taking as references the learning areas, and as a platform they have the language, for which updated and put into practice strategies are available. Methodologically, the study was oriented from the interpretive paradigm, qualitative research approach, under the modality of action research as a foundation to address the reality under study. The analysis serves as a source for the design of a pedagogical model that assists the current problematic situation in the teaching of reading and writing and allows a prospective orientation for teachers in their role as mediator of cognitive processes in the reality object of study inserted in the context of the investigation.
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Palabras clave
Constructivismo, Escritura, Lectura, Modelo Pedagógico, Proceso Cognitivo, Procesos de Enseñanza, Constructivism, Writing; Reading, Pedagogical model, Cognitive Process, Teaching Processes
