Fortalecimiento de la lectura crítica mediante una secuencia didáctica basada en la oralidad de la música vallenata en estudiantes del grado sexto de la Institución Educativa Nacional Agustín Codazzi.

Abstract

The present investigation has as a general purpose, Strengthen critical reading through a didactic sequence based on the orality of Vallenato music in sixth grade students of the Augustin Codazzi National Educational Institution, which was based on authors such as Cassany (2017), Garrido (2004), Serrano (2008), among others. The methodology in an interpretive post positivist paradigm, its center of action is the socio-critical approach; the method in this case, is qualitative, of educational action research. Likewise, it is field, in its design since it intends to understand the transformation of critical reading for this, it has been considered to place a didactic sequence based on the orality of Vallenato music as a typical expression of folklore in this educational context. The population was 01 teacher and 36 students from the Augustin Codazzi National Educational Institution, Augustin Codazzi municipality, Department of Cesar. The techniques and instruments were Participant observation throughout the investigative process. Survey or initial test for objective one prepared in two parts: A some statements about the categories of study of simple selection answers and B questions of open answers or reflection. Documentary review for the design of the Didactic Sequence. Objective two the field diary in objective three referred to the implementation of the Didactic Sequence. Triangulation Objective 4 refers to the evaluation of the transformation or results obtained. As for the conclusions obtained, the research had a positive socio-educational impact since the students who participated in it strengthened their knowledge entrenched in experiences that allowed significant lasting learning over time, in addition the impact transcends the entire Augustin Codazzi National Educational Institution to the extent that the students themselves are multipliers of the pedagogical action of which they were part, by sharing with their peers the differences or transformations in their reading process, in terms of being able to elaborate concepts with their own ideas, read critically , relate their previous knowledge more properly with the new ones, link their readings with their context or environment, among others.