Resignificando las Historias del Territorio: una Propuesta para Fortalecer el Proceso de Compresión Lectora en Estudiantes de Grado Preescolar y Primero a Través de la Tradición Oral.

Abstract

An experience related to pedagogical practice. In the social practices that are developed in Colombia, it is possible to evidence diverse dynamics in the surrounding communities. diverse dynamics in the communities present in the environment, from the traditions between generations between generations. This is how, from the contextual identification in the of Río Blanco, municipality of Landazuri Santander, whose economy is based on mining practices and with based on mining practices and with it, the exercise of social interaction that revolves around the which revolve around the establishment of communication based on forms of interaction in which the predominant in which there is a predominance of blows or mistreatment, raising of voices, bad looks, and it has become evident that one tool is to choose stories of the region, whose characters are shamans, witches, river mysteries, among others, mysteries of the river, among others, with the purpose of instilling fear in the children so that they transform their children so that they transform their behaviour. Bearing in mind the customs and traditions of the region when telling this type of stories in the community, the stories in the community, it is evident in the classroom, some difficulties related to socialization and socialization in interaction with other children or adults. adults, in this sense, children can make assumptions by imagining non-existent situations because of their imagining non-existent situations because of their fears, the development of activities that prevent them from being activities that prevent them from being independent, in specific situations such as going to the bathroom alone or other going to the bathroom alone or other places within the school. In this way, it is intended to give a new meaning to the cultural stories of the community as a pedagogical input. Pedagogical input.