Maestría Pedagogía

URI permanente para esta colecciónhttp://hdl.handle.net/11634/98

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El Aula Invertida Basada en Textos Narrativos Como Mediación Pedagógica para Promover la Motivación y el Aprendizaje Significativo del Francés en Estudiantes de Grado Décimo del Colegio San Viator de Tunja
(Universidad Santo Tomás, 2026-04-07) Ochoa Riaño, Lucía Catalina; Bautista Roa, Milton Adolfo; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001189638; https://scholar.google.com/citations?user=4AeIjmEAAAAJ&hl=es; https://orcid.org/0000-0003-4576-7451
This study aimed to analyze the impact of implementing a narrative-based flipped classroom methodology on students’ motivation and meaningful learning of French as a foreign language in tenth-grade students at Colegio San Viator in Tunja. The study was conducted under a mixed-methods approach, framed within a participatory action research design, over the course of two academic periods. The participants engaged with digital and narrative resources differentiated according to their proficiency levels in French (A1, A2, and B1). Data collection instruments included surveys, semi-structured interviews, field journals, and pedagogical activities, allowing for both quantitative and qualitative analysis of students’ motivation, participation, and learning perceptions. The findings revealed a significant increase in students’ intrinsic motivation, greater active participation, and enhanced learner autonomy. In addition, the use of narrative texts as a central component of the strategy supported the contextualization of linguistic content and facilitated meaningful learning. The study concludes that a narrative-based flipped classroom approach is a relevant and effective pedagogical strategy for teaching French in school contexts, as it fosters motivation, autonomy, and meaningful learning among students.
Administración de la gestión del talento humano centrada en la persona
(Universidad Santo Tomás, 2025-01) Mojica Monroy, Carlos Fernando; Borda-Malo, Santiago; Universidad Santo Tomás
Las competencias socioemocionales en procesos de enseñanza aprendizaje, de estudiantes de Grado Noveno en la Institución Educativa Libertador Simón Bolívar de Tunja
(Universidad Santo Tomás, 2025-12-05) Leguizamo Díaz, Víctor Manuel; López Rodríguez, Nelly Milady; Universidad Santo Tomas
This research aims to propose a curriculum proposal for the Spanish language area, articulating socio-emotional competencies at the Libertador Simón Bolívar Institution in the city of Tunja. The study is based on the justification for the importance of articulating school learning and contextual education, emphasizing socio-emotional competencies; beyond a content centered education, embedded in relationships with the environment, where disciplinary knowledge cannot be conceived separately from the development of attitudes, values, and skills, as a complementary tool for problem-solving or developing a different mental approach to everyday situations. The research is conducted using a qualitative approach, with a hermeneutic phenomenological approach, combining the description of lived experiences with the interpretation of their meanings. To obtain the information, an institutional diagnostic matrix was applied and semi-structured interviews were conducted with Spanish language teachers. The social contribution of this work is a curricular proposal that intrinsically integrates socioemotional competencies into the curriculum, with the goal of strengthening the school environment and helping to mitigate school violence, associated with factors affecting coexistence.
La literatura infantil y el arte como estrategia para la comprensión lectora en niños y niñas de nivel de transición.
(Universidad Santo Tomás, 2025-06-20) Canaría Camargo, Ángela Rocío; Garzón Sánchez, Sofía Catalina; Uricoechea Guzmán, Mauricio; Universidad Santo Tómas
The main objective of this qualitative research investigation was to design a pedagogical strategy based on children's literature and art to facilitate reading comprehension in the communicative dimension, of transition grade boys and girls, in educational institutions, Industrial Technician Gustavo Jiménez de Sogamoso and Juan José Neira de Gachantivá. Seven pedagogical workshops were implemented, including children's stories and plastic and performing art activities, which included drawing, collage, origami handling, plasticine molding, puppets and dramatization games. It was concluded that the development of perceptual lexical skills (visual/phonological awareness), coherent semantics with sublevels of literal, inferential and critical reading comprehension was achieved, the expression of a fluent verbal and non-verbal language was improved, which was reflected in the overcoming of weaknesses to move towards the construction of meanings relying on titles, images, creativity, reflection to specify the main idea of the reading. Keywords: art, children's literature, story, lexical-semantic skills, reading comprehension.
Pensamiento lógico a través de la influencia del ajedrez educativo como herramienta pedagógica en estudiantes de grado cuarto del colegio Bilingüe San Viator de Tunja
(Universidad Santo Tomás, 2025-06-26) Caro Ramírez, Ismael; Bohórquez Aúnta, Rafael Ricardo; Universidad Santo Tomas
This study characterizes the impact of chess as a didactic strategy to foster logical thinking in primary school students through the line of research: "Strategies and Pedagogical Practices." The methodology is practical and consists of four consecutive and comparative phases. Data is collected through didactic tools, and cognitive levels are interpreted using Bloom's Taxonomy within a triangulation matrix, applying a qualitative paradigm. As a result, consecutive comparisons of the data revealed an improvement in students' logical thinking, advancing to higher cognitive levels. The study highlights the value of formative chess as a didactic strategy to promote logical thinking. Keywords: formative chess, logical thinking, strategies and pedagogical practices.
Estrategia pedagógica para mejorar la alimentación y la aptitud física en deportistas categoría sub 11
(Universidad Santo Tomás, 2025-06-16) Manrique Barón, Juan Carlos; Pirazán Rodríguez, Milton Javier; Universidad Santo Tomas
The objective of this study was to determine the effects of a pedagogical strategy on healthy eating and physical fitness.in the U11 category of the Dinamic Soccer Sports Club of the city of Tunja, Boyacá. The sample consisted of 18 athletes, and two types of instruments were used for data collection: The Healthy Lifestyle, Eating and Physical Activity Habits Questionnaire (CHVSAAF) and physical tests. The first was the Cooper test, which evaluates endurance, the second was the squat per minute test, which measures strength, and the third was the 30-meter speed test. A quantitative approach and a pre-experimental design were used. The pedagogical strategy consisted of six training sessions for parents on healthy habits and lifestyles and 12 physical exercise sessions (two per week for six weeks) for the athletes. The results of the questionnaire (CHVSAAF) revealed changes in the athletes’ eating habits. The frequency of consumption of proteins, fruits, vegetables, and carbohydrates exhibited positive and significant changes between the pre-test and post-test. Additionally, there was a reduction in the frequency of consumption of sugar-sweetened beverages, an effect associated with nutrition training for parents. However, challenges persist, as there was an increase in the consumption of processed products, and only 44.44% of parents prioritized healthy foods at lunchtime. In terms of physical fitness, significant improvements were demonstrated in all of the tests administered: The Cooper test (resistance) P=0.000, the squat test (strength) P=0.000, and the speed test P=0.000. However, the Body Mass Index (BMI) exhibited no significant changes P=0.069. The conclusion drawn from these findings indicates that the implementation of the pedagogical strategy demonstrated positive effects and was effective in promoting healthier eating habits and enhancing the physical fitness of the children from the Dinamic Soccer sports club.
ESTRATEGIA PEDAGÓGICA VISUAL PARA EL FORTALECIMIENTO DE LA CULTURA CIUDADANA EN LA PARTE BAJA DEL BARRIO LIBERTADOR, TUNJA, BOYACÁ
(Universidad Santo Tomás, 2025-04-23) Jose Alejandro Acuña Najar; Boris Orlando Hernández Bernal
This undergraduate thesis proposes a visual pedagogical strategy aimed at strengthening civic culture in the lower part of the Libertador neighborhood in Tunja, Boyacá. Using a socio-critical approach and a Participatory Action Research (PAR) methodology, the project involved the application of research tools such as interviews, cultural mappings, and perception cartographies with young people aged 18 to 25. These tools helped identify local issues, cultural values, significant spaces, and community-driven proposals. The project culminated in the creation of the campaign “Juntos Hacemos Barrio” ("Together We Build the Neighborhood"), which includes collaborative murals, inclusive signage, and graphic resources such as a community-based color palette, typography, and representative icons. These visual tools seek to foster a sense of belonging, critical reflection, and collective action, contributing to the transformation of the neighborhood through active resident participation.
Diseño y Validación de Constructo de un Cuestionario para Identificar Factores de Riesgo de Deserción Universitaria en Estudiantes de Arquitectura, de la Universidad Santo Tomas- Tunja.
(Universidad Santo Tomás, 2025-02) Piña Jiménez, Luis Eduardo; Martínez Gómez, Jorge Arturo
This project focuses on determining the factors related to academic dropout through an instrument in the form of a self-report questionnaire applied to students of the first three semesters of the Faculty of Architecture of the Santo Tomás University, Tunja section. As a result, the factors at a particular level that are directly related to university dropout of students in this Faculty are revealed.
Implementación de la Propuesta Pedagógica fundamentada en la Pedagogía Problémica para el Aprendizaje de la Educación Ambiental encaminada en el uso responsable del Recurso Hídrico y Atmosférico
(Universidad Santo Tomás, 2025-01-31) Medina Castro, Andrea; Castro Ortegón, Yuddy Alejandra
This research investigates the impact of implementing a pedagogical proposal based on problem-posing pedagogy for teaching environmental education. The proposal targets the responsible use of water and atmospheric resources by tenth-grade students in an educational institution. The research is guided by the hermeneutic paradigm, which emphasizes the relationship between the construction of knowledge in schools and the surrounding community. Given the study's characteristics, action research (AR) is employed. AR is a cyclical process that plans knowledge development through a combination of practical skills, reflective thinking, and investigative methods. This approach facilitates the development of understanding among the students. A mixed-methods research approach is adopted, incorporating both quantitative and qualitative data collection methods through collaborative discussions. The pedagogical strategy promotes active student participation in environmental education and encourages the development of reflective thinking skills to address environmental issues. Notably, the participants expressed an interest in becoming environmental educators themselves. The pedagogical strategy developed in this research promotes a transdisciplinary approach to teaching natural sciences by integrating them with other knowledge areas throughout the didactic sequence. This facilitates the development of various higher-order thinking skills, such as analysis, application, proposal formulation, and the promotion of meaningful learning. Keywords: Sustainable Development, Environmental Education, Problem-Posing Pedagogy, Learning.
El Deporte Como Medio de Solución de Conflictos y Generador de Ambientes de Interacción y Armonía en el Colegio Nuestra Señora del Rosario de Manzanares
(Universidad Santo Tomás, 2024-12-23) Arias Alzate, Jeisson Yamit; Sepúlveda Delgado, José Julián; Huertas Ruiz, Joaquin Dario; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000191140; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002270041; https://scholar.google.com/citations?user=ZTezeeoAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0001-9972-8410; https://orcid.org/0009-0006-1572-8389
This degree option project, titled "Sports as a Means of Conflict Resolution and Generator of Interaction and Harmony Environments at the Nuestra Señora del Rosario de Manzanares School", aims to create environments of harmony and peace through sports among the students of the educational institution in the sixth and seventh grades. This initiative addresses the deterioration in relationships among students at the educational institution. The effective resolution of conflicts is essential to promoting a healthy and productive environment. By addressing this issue, the goal is to improve interpersonal relationships, encourage collaboration, and enhance the overall well-being of the students. The research will be developed within the framework of Human Rights and Education for Peace and Coexistence, using an action research methodology. This research will focus on the Communicative Action method by theorist JÜRGEN HABERMAS, which emphasizes social interaction aimed at mutual understanding. Habermas argues that, in everyday interactions, people engage in communicative actions when they seek to understand one another and reach agreements through language and communication. As a strategy, sports will be used, as it has the potential to be a powerful tool for promoting conflict resolution, fostering cooperation, teamwork, communication, and emotional management—skills that are essential for resolving disputes constructively.
PROMOCIÓN DEL AUTOCONCEPTO Y EL AUTOCUIDADO CORPORAL EN NIÑOS Y NIÑAS DE 6 A 12 AÑOS DEL COLEGIO SAN JUAN BOSCO DE MONIQUIRÁ (BOYACÁ), MEDIANTE UNA ESTRATEGIA PEDAGÓGICA BASADA EN LA INTELIGENCIA EMOCIONAL
(Universidad Santo Tomás, 2024-10-15) Universidad Santo Tomas
This research project aims to cultivate the development of socioemotional skills in children aged 6 to 12, with a particular emphasis on self-acceptance and body care. Emotional intelligence is used as a fundamental pedagogical approach to guide children in the acquisition of essential skills, such as emotional self-awareness, self-regulation, motivation, empathy, and appropriate social skills for their cognitive development stage. In this way, the project seeks to empower children to build a positive self-image and establish a healthy relationship with their bodies. The project is implemented through activities and educational experiences specifically designed for students at Colegio San Juan Bosco. These activities include emotional intelligence workshops, reflection and self-evaluation exercises, as well as artistic and sports practices. Additionally, its main goal is to strengthen the overall well-being of children, promoting the development of their self-esteem, the ability to manage emotions, empathy, and personal care. It also aims to provide children with the necessary tools to develop socioemotional skills and foster a positive body image. Furthermore, it is intended that this project serves as a model and reference for other educational institutions and contexts, inspiring the implementation of similar strategies that promote the socioemotional well-being of children. It is expected that this project will significantly contribute to the integral development of the participating children, allowing them to reach their full potential in an educational environment that fosters self-acceptance, emotional well-being, and the building of healthy relationships. Additionally, it is anticipated that the results obtained will serve as a basis for future research and applications in the field of socioemotional education.
Pedagogía de la convivencia a través de la danza folclórica boyacense, en niños de 5 y 6 años de la Institución Educativa Técnica Antonio Nariño Sede Anexa del Municipio de Moniquirá (Boyacá)
(Universidad Santo Tomás, 2024-09-23) Mejia Granados, Lina; Mejia Granados, Julio; Nocua, José; Universidad Santo Tomás
The text presented below is the result of an investigative, reflective process carried out by teachers interested in contributing to training, comprehensive growth, personal development and the promotion of better emotional, social and ethical environments, of an educational environment. In which education in a very broad sense, can and should demonstrate its pedagogical action, its transformative commitment and its alternative vision for the social change of the country. The purpose of this research was to generate a didactic alternative through dance boyacense folklore, to use it as a tool in the pedagogy of coexistence, looking for a way to solve the coexistence problems that were being experienced in the attached school of the Antonio Nariño Technical Educational Institution of Moniquirá. Regarding its methodology, this study is carried out under the participatory paradigm, with a qualitative approach and with a practical action research design, this process was carried out through 9 research phases, with a participating population of 31 children. -of the degree of transition that presented greater situations of school coexistence. To conclude the research exercise, it was possible to show that dance plays a transcendental role in improving coexistence in the school environment and at the same time this case allowed us to investigate the way in which teachers can implement body dance as a didactic alternative that contributes to dialogue, collaboration and social integration providing an appropriate climate for teaching-learning processes.
La ERE y la inteligencia espiritual
(Universidad Santo Tomás, 2024-10-09) Avellaneda Mendoza, John Alexander; Barreto Prada, Edwin Alfonso; Ramírez Aristizábal , Fidel Mauricio; Universidad Santo Tomás
The ERE and the Spiritual Intelligence (SI) is a research framed in the qualitative paradigm, following the methodological approach of the collective case study, for which a Likert scale type instrument was designed to collect information from middle school students of the San Viator School of Tunja, with the purpose of presenting the general guidelines for the design of a curricular proposal of SRE in which the development of the Spiritual Intelligence is favored in the framework of the Viatorian Integral Formation (VIF). From the anxieties about the meaning of SRE, about its relevance and its relationship with SI, and in relation to VIF, about the contributions of SRE to one's own identity, it is clear that not everything is in a deplorable state according to the perception of the students; nevertheless, urgent challenges emerge, such as the re-signification of SRE, the visibility of the close relationship between SRE and SI, as well as innovation in didactics, methodological strategies and the strengthening of skills related to critical thinking promoted by the VIF model.
Integrating cultural literacy in English language learning: analyzing its impact on staff members at a bilingual school in tunja
(Universidad Santo Tomás, 2024-10-04) Soler Parra, Yerson Fabian; Chacón Vargas, Leidy Marcela
This study analyzes the impact of integrating cultural literacy into the English language learning process among staff members at a bilingual school in Tunja, utilizing participatory action research. Data collection involved language tests, focus groups, teacher journals, semi-structured interviews, and student artifacts. Results indicated that cultural literacy was constructed through the interactions of staff members during the English course. By examining the challenges faced, the processes of cultural interaction, and the practices developed throughout the learning journey, the conclusion highlights the importance of recognizing and incorporating participants' cultural backgrounds into the educational framework, ultimately enhancing the effectiveness of language acquisition and fostering a more inclusive learning environment.
Diviértete: estrategia para el fortalecimiento de la lateralidad en niños de transición de un colegio privado de Tunja.
(Universidad Santo Tomás, 2024) Sierra Becerra, Sandra Milena; Contreras Moreno, Sugey Yadira; Pérez, Mónica; Universidad Santo Tomás
The objective of this research is to determine the effectiveness of the diviértete strategy for the improvement of laterality in preschool children in a private school in the city of Tunja. This research was quantitative, cross-sectional with a quasi-experimental design, the information was collected through the Harris test, then the diviértete strategy was designed and implemented, mediated by the game, to strengthen the laterality processes in children of transition grade. Among the main findings of the study, the importance of recognizing and incorporating in the classroom tasks and activities that contribute to the child's ability to define his or her laterality is ratified. This, in view of the fact that 100% of the participants had an undefined laterality during the pretest examination. With the implementation of the strategy, 33% of the children were able to define their laterality and to integrate the different dimensions such as: motor coordination of their body and the management of their perceptual dimensions in what they discriminate in terms of their right and left. However, it is recommended that the strategies be extended to an implementation that exceeds six months of execution, or that it can even be a topic that is worked transversally throughout the school year. Key words: Laterality, strategy, game, preschool.
Promoviendo el aprendizaje significativo de las matemáticas, a través de videojuegos RPG MAKER en el aula, apoyados en el enfoque STEAM
(Universidad Santo Tomás, 2024) Espinoza Pagua, William Enrique Ramírez Sarmiento, Juan
Abstrac The general objective of the work is to promote the integration of RPG Maker video games as a pedagogical tool to generate significant learning in mathematics in fifth grade students, through the support of the STEAM approach. The methodology was framed in constructivism, with a qualitative approach, participatory action research since the researchers were part of the process, in the E-learning research line and virtual environments in education. The results showed the impact of the STEAM approach on mathematics learning, taking as a mediator the game created in RPG Maker MZ and taking into account the various processes implemented during the development of the experience. The video game supported by the STEAM approach and, mediated by different tools, seeks to train comprehensive students, with autonomy in study and research, who have communication skills, who have a willingness to work collaboratively, who develop social and personal skills that allow them to understand and accept the globalized world in which they live and, likewise, respond to the challenges proposed from the various areas of knowledge. The STEAM approach establishes a very useful teaching strategy, not only for mathematics, but for other sciences of knowledge because it contributes to the development and strengthening of critical, creative and scientific thinking. Keywords: STEAM Approach, Video games, Interdisciplinary, Mathematical skills.
Innovación Educativa: Adaptación del Método Singapur para Desarrollar la Competencia Léxica en Inglés en Estudiantes de Grado Sexto de un Contexto Rural en Boyacá
(Universidad Santo Tomás, 2024-09-25) Jiménez Betancourth, Astrid Mariana; Acero Carvajal, Yuli Carolina; Roberto Flórez, Eliana Edith
English is one of the languages that has gained relevance in a globalized world, crossing borders, especially in the educational field where standards and competencies have been developed and established for students to learn a foreign language, empowering students to be aware of the world, technology, science, and everything that helps them recognize and understand other cultures. The main objective of this research is to determine how adapting the Singapore method in didactic sequences improves lexical competence in English and strengthens communicative skills. A sample of sixteen sixth-grade students from Institución Educativa Rural Las Mercedes in Chiscas, Boyacá was selected. A qualitative research method with an exploratory-descriptive design from Sampieri's inquiry approach was used. The data collection obtained the participants' perspectives through a socio-critical approach, using surveys, diagnostic tests, observation, field diaries, and final tests, focused on non-standardized data collection methods. It was demonstrated that by applying the phases of the Singapore Method in didactic sequences, students improved their communicative skills in English. Specifically, they developed their basic lexical competence through experience, representation, and understanding, using resources from their rural environment. These tools stimulated their cognitive skills and helped them become familiar with everyday vocabulary, thus strengthening the learning of a foreign language in a pedagogical and didactic context.
Desarrollo del pensamiento crítico en estudiantes de grado 10 del Colegio San Viator Tunja a través de la implementación del ODS 10 en el Modelo de las Naciones Unidas.
(Universidad Santo Tomás, 2024-10-02) Talero Cifuentes, Marcela; Rojas Cardozo, Yessica Lorena; Bohórquez Aunta, Rafael Ricardo; Universidad Santo Tomás
The present research evaluates the impact of participation in Model United Nations (MUN) on the development of critical thinking in grade 10 students at Colegio San Viator Tunja, focusing on the implementation of Sustainable Development Goal (ODS) 10: Reducing Inequalities. The main objective was to evaluate how MUN activities, which simulate diplomatic debates and global problem solving, foster critical skills in students. The methodological approach adopted was qualitative providing a comprehensive description and understanding of the phenomenon. A series of instruments were applied before and after their participation in the MUN to analyze changes in their critical thinking skills. In addition, the impact of the pedagogical strategy was evaluated through semi-structured interviews with students, parents and teachers, obtaining deeper insights into the learning process and the challenges faced. Participant observation during the MUN sessions allowed us to evaluate the practical application of critical thinking and ODS 10 in a simulated environment. The results of the study within the activities designed from the provision of workshops and preparatory sessions to ensure effective participation in the debates from the area of history showed a significant improvement in communication skills, evidencing growth in affective and attitudinal dispositions in critical thinking, such as openness to new ideas, willingness to question and reflect on one's beliefs, and commitment to the search for truth. The study determined that the MUN is an effective tool for fostering critical thinking in grade 10 students, particularly through the implementation of complex topics such as ODS 10.
Desarrollo del pensamiento crítico en estudiantes de grado 10 del Colegio San Viator Tunja a través de la implementación del ODS 10 en el Modelo de las Naciones Unidas.
(Universidad Santo Tomás, 2024-10-02) Rojas Cardozo, Yessica Lorena; Talero Cifuentes, Marcela; Bohórquez Aunta, Rafael Ricardo; Universidad Santo Tomás
The present research evaluates the impact of participation in Model United Nations (MUN) on the development of critical thinking in grade 10 students at Colegio San Viator Tunja, focusing on the implementation of Sustainable Development Goal (ODS) 10: Reducing Inequalities. The main objective was to evaluate how MUN activities, which simulate diplomatic debates and global problem solving, foster critical skills in students. The methodological approach adopted was qualitative providing a comprehensive description and understanding of the phenomenon. A series of instruments were applied before and after their participation in the MUN to analyze changes in their critical thinking skills. In addition, the impact of the pedagogical strategy was evaluated through semi-structured interviews with students, parents and teachers, obtaining deeper insights into the learning process and the challenges faced. Participant observation during the MUN sessions allowed us to evaluate the practical application of critical thinking and ODS 10 in a simulated environment. The results of the study within the activities designed from the provision of workshops and preparatory sessions to ensure effective participation in the debates from the area of history showed a significant improvement in communication skills, evidencing growth in affective and attitudinal dispositions in critical thinking, such as openness to new ideas, willingness to question and reflect on one's beliefs, and commitment to the search for truth. The study determined that the MUN is an effective tool for fostering critical thinking in grade 10 students, particularly through the implementation of complex topics such as ODS 10.
El cuento, una mediación pedagógica basada en la teoría de Josette Jolibert para fortalecer la producción de textos narrativos en niños y niñas de primero de primaria
(Universidad Santo Tomás, 2024-10-01) Molina Saavedra, Ingry Gicella; Rodriguez Contreras, Karent Tatiana; Suárez Molina, Nubia Rocío; Universidad Santo Tomás
The main objective of this study was to strengthen the production of narrative texts in first-grade children by using the story as a pedagogical mediation, based on Josette Jolibert's theory. This action research, with a qualitative approach, was developed within the critical social paradigm. The population under study included first-grade students from Colegio Bilingüe San Viator in Tunja, aged 5 to 7 years. The sample consisted of 42 intentionally selected children. The data collection techniques and instruments used were observation, field diaries, and tests (diagnostic, control, and final). The results obtained after implementing the pedagogical intervention proposal, called Astro-letras, showed that most students acquired the key communication skills necessary for producing narrative texts, specifically stories, in a creative manner, while appropriately using the text’s superstructure. Furthermore, it was identified that storytelling is an effective pedagogical mediation for strengthening the writing process from an early age, helping students to establish a connection between curiosity and imagination in the act of writing by allowing them to propose settings, characters, and actions around a central theme or context.

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