Posibilidades didácticas de la diversidad textual en el aprendizaje de la lectura y la escritura en los niños del grado transición de la Institución Educativa "Republica de Honduras, sede la Rosa"

Abstract

RESUMEN. La presente investigación da cuenta de un estudio que tuvo como objetivo identificar las posibilidades didácticas de la diversidad textual en el aprendizaje de la lectura y la escritura de los niños del grado de transición de una Institución Educativa de la ciudad de Medellín . Al observar las transformaciones del nivel de conceptualización de la lectura y la escritura que tenían los niños, sus dificultades, así como el enriquecimiento de su lengua oral y escrita por medio de los diferentes tipos de textos. Desde la perspectiva del enfoque cualitativo, hermenéutico, desde la investigación acción educativa se realiza un análisis documental de aquellos aspectos relevantes del proyecto lúdico pedagógico de la Institución en cuanto a la enseñanza de la lectura y la escritura implementada en el grado de transición. De igual manera se realizaron observaciones directas y entrevistas semiestructuradas con el ánimo de identificar las concepciones de los niños respecto a lo que era leer y escribir, y reconocer las voces de los docentes acerca de la importancia de la diversidad textual en su quehacer pedagógico. Se desarrollaron diversas posibilidades didácticas y pedagógicas con los niños mediados por diferentes tipos de textos, lo que permitió la comprensión de la función social y comunicativa de la lectura y la escritura en el grado transición. En el trabajo de investigación se evidenciaron resultados como la expresión de saberes previos en los diálogos permanentes llevados a cabo en el aula de clase, la experiencia significativa de las diferentes actividades propuestas y el aprendizaje de la diversidad textual. Una conclusión que se generó a partir de este estudio fue como la enseñanza de la lectura y la escritura se enriquece por medio de la diversidad textual desde las habilidades comunicativas, lo cual hace que llene de sentidos el mundo de los niños haciendo más placentera y divertida su formación.

ABSTRACT: The present investigation gives account of a study that had as objective to identify the didactic possibilities of textual diversity in the learning of reading and writing of the children of the degree of transition of an Educational Institution of the city of Medellín. By observing the transformations of the conceptualization level of reading and writing that children had, their difficulties, as well as the enrichment of their oral and written language through different types of texts. From the perspective of the qualitative, hermeneutical approach, a documentary analysis of those relevant aspects of the Institution's pedagogical play project is carried out in terms of teaching reading and writing implemented in the transitional degree. In the same way, direct observations and semi-structured interviews were carried out with the aim of identifying children's conceptions of what it was to read and write and to recognize the voices of teachers about the importance of textual diversity in their pedagogical work. Various pedagogical didactic possibilities were developed with children mediated by different types of texts, which allowed the understanding of the social and communicative function of reading and writing in the transition grade. In the research work, results were evidenced such as the expression of previous knowledge in the permanent dialogues carried out in the classroom, the significant experience of the different activities proposed and the learning of textual diversity. A conclusion that was generated from this study was how the teaching of reading and writing is enriched by means of textual diversity in communication skills, which makes the world of children fill with meaning, making their learning more pleasant and fun training.The present investigation gives account of a study that had as objective to identify the didactic possibilities of textual diversity in the learning of reading and writing of the children of the degree of transition of an Educational Institution of the city of Medellín. By observing the transformations of the conceptualization level of reading and writing that children had, their difficulties, as well as the enrichment of their oral and written language through different types of texts. From the perspective of the qualitative, hermeneutical approach, a documentary analysis of those relevant aspects of the Institution's pedagogical play project is carried out in terms of teaching reading and writing implemented in the transitional degree. In the same way, direct observations and semi-structured interviews were carried out with the aim of identifying children's conceptions of what it was to read and write and to recognize the voices of teachers about the importance of textual diversity in their pedagogical work. Various pedagogical didactic possibilities were developed with children mediated by different types of texts, which allowed the understanding of the social and communicative function of reading and writing in the transition grade. In the research work, results were evidenced such as the expression of previous knowledge in the permanent dialogues carried out in the classroom, the significant experience of the different activities proposed and the learning of textual diversity. A conclusion that was generated from this study was how the teaching of reading and writing is enriched by means of textual diversity in communication skills, which makes the world of children fill with meaning, making their learning more pleasant and fun training.