Posibilidades didácticas de la comprensión lectora de los textos argumentativos y su efecto en la fluidez escritural de los estudiantes del grado segundo de la Institución Educativa Rural Doradal del municipio de Puerto Triunfo y la Institución Educativa Santo Domingo del municipio de Caucasia

Abstract

RESUMEN: La lectura, la escritura y la oralidad cada vez cobran mayor sentido en la escuela, en la medida que se han ido rescatando las relaciones socioculturales, contextualizadas y enriquecidas por el auge de los medios de comunicación, además que han trascendido las fronteras de la escuela y esto implica ir más allá de las mecanicidades, artificios comunicativos y fragmentaciones de la lengua. RELEO (ruta escolar de lectura, escritura y oralidad para la básica primaria), es el resultado de un estudio investigativo enrutado desde el enfoque cualitativo, bajo la metodología de la Investigación Acción Educativa, con el fin de fortalecer la comprensión y la producción de textos argumentativos, siendo a su vez potencializadas, las prácticas de oralidad en estudiantes de básica primaria. Propuesta que se materializó mediante técnicas como la observación participante, entrevistas semiestructuradas, revisión documental, sesiones prácticas con los niños, donde se emplearon estrategias como las preguntas antes, mediante y después de la lectura, discusión, relectura y resúmenes de lo leído, permitiendo así a los maestros investigadores hacer una reflexión sobre su propia práctica y fundamentar hojas de ruta escolar que sirvan como referencia para la implementación y/o recreación de alternativas con sentido pedagógico y didácticas para cualificar las competencias comunicativas de los niños. El legado de este proyecto es gestar nuevos cuestionamientos para que los docentes de la básica primaria puedan investigar, proponer y aportar en aras de mejorar sus prácticas de enseñanza de la lengua y potenciar las competencias comunicativas de sus estudiantes. Palabras claves: textos argumentativos, contextualización, relectura, producción de textos, prácticas de oralidad

ABSTRACT: Reading, writing, and orality are gaining increased meaning at school, to the extent that sociocultural relationships have been rescued, contextualized, and enriched by the rise of the media, in addition to transcending the borders of the school and this implies going beyond the mechanics, communicative artifices and fragmentations of the language. RELEO (school route of reading, writing and orality for primary school), is the result of an investigative study routed from the qualitative approach, under the methodology of Educational Action Research, to strengthen the comprehension and production of texts. argumentative, being in turn potentiated, the practices of orality in elementary school students. Proposal that was materialized through techniques such as participant observation, semi-structured interviews, documentary review, practical sessions with children, where strategies such as questions before, through and after reading, discussion, rereading and summaries of what was read were used, thus allowing the research teachers to reflect on their own practice and base school roadmaps that serve as a reference for the implementation and/or recreation of alternatives with a pedagogical and didactic sense to qualify the communication skills of children. The legacy of this project is to raise new questions so that primary school teachers can investigate, propose, and contribute to improve their language teaching practices and enhance the communication skills of their students.

Keywords: argumentative texts, contextualization, rereading, text production, orality practices

ABSTRCT: Reading, writing, and orality are gaining increased meaning at school, to the extent that sociocultural relationships have been rescued, contextualized, and enriched by the rise of the media, in addition to transcending the borders of the school and this implies going beyond the mechanics, communicative artifices and fragmentations of the language. RELEO (school route of reading, writing and orality for primary school), is the result of an investigative study routed from the qualitative approach, under the methodology of Educational Action Research, to strengthen the comprehension and production of texts. argumentative, being in turn potentiated, the practices of orality in elementary school students. Proposal that was materialized through techniques such as participant observation, semi-structured interviews, documentary review, practical sessions with children, where strategies such as questions before, through and after reading, discussion, rereading and summaries of what was read were used, thus allowing the research teachers to reflect on their own practice and base school roadmaps that serve as a reference for the implementation and/or recreation of alternatives with a pedagogical and didactic sense to qualify the communication skills of children. The legacy of this project is to raise new questions so that primary school teachers can investigate, propose, and contribute to improve their language teaching practices and enhance the communication skills of their students