La pedagogía activa de Célestin Freinet en el fortalecimiento de la lectoescritura en estudiantes de sexto grado de la Escuela industrial 20 de julio
Fecha
Autores
Director
Enlace al recurso
DOI
ORCID
Google Scholar
Cvlac
gruplac
Descripción Dominio:
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Santo Tomás seccional Bucaramanga
Compartir
Resumen
El presente artículo de reflexión expone el trabajo investigativo que se realiza con estudiantes del grado sexto de la Escuela Industrial 20 de Julio del municipio de Puerto Wilches, Santander. El objetivo es fortalecer la lectoescritura mediante la implementación de la pedagogía activa de Célestin Freinet. Esta investigación surge de las diversas problemáticas que se observan en el aula y que influyen en el desarrollo adecuado de los procesos de enseñanza y aprendizaje de la lectoescritura. Para tal caso, se definen tres ejes conceptuales que son la lectura, la escritura y la pedagogía activa de Célestin Freinet, los cuales se toman de referencia para la consolidación de las categorías de análisis: niveles de lectura, características textuales y técnicas de Freinet. Así mismo, este artículo es de enfoque cualitativo que contribuye a un amplio panorama interpretativo, y el método es de Investigación- Acción, que aporta una visión directa de la realidad de estudio y una posterior reflexión de la misma, permitiendo resolver problemáticas de la realidad educativa, en este caso la lectoescritura. En este sentido, se tomaron como informantes clave cinco docentes del área de Lengua Castellana y 11 estudiantes del grado sexto, a quienes se les aplicará una entrevista y una prueba diagnóstica, respectivamente. Con esta investigación de la que da cuenta el presente artículo se pretende incluir nuevas metodologías pedagógicas y didácticas que posibiliten al docente generar ambientes educativos propicios para que el estudiante mejore sus dificultades.
This article presents the research work carried out with sixth grade students of “20 de Julio” industrial school of the municipality of Puerto Wilches, Santander. The objective is to strengthen reading and writing through the implementation of Célestin Freinet’s active pedagogy. This research arises from the different problems observed in the classroom and that influence the adequate development of the teaching and learning processes of reading and writing. In this case, three conceptual axes are defined: reading, writing and Célestin Freinet’s active pedagogy, which are taken as a reference for the consolidation of the categories of analysis: reading levels, textual characteristics and Freinet’s techniques. Likewise, this article has a qualitative approach that contributes to a broad interpretative panorama, and the method is action-research, which provides a direct vision of the reality of study and a subsequent reflection on it, allowing us to solve problems of the educational reality, in this case reading and writing. In this sense, five teachers of the Spanish Language area and 11 sixth-grade students were taken as key informants, to whom an interview and a diagnostic test were applied, respectively. The research reported in this article is intended to include new pedagogical and didactic methodologies that enable teachers to generate favorable educational environments for students to improve their difficulties.
This article presents the research work carried out with sixth grade students of “20 de Julio” industrial school of the municipality of Puerto Wilches, Santander. The objective is to strengthen reading and writing through the implementation of Célestin Freinet’s active pedagogy. This research arises from the different problems observed in the classroom and that influence the adequate development of the teaching and learning processes of reading and writing. In this case, three conceptual axes are defined: reading, writing and Célestin Freinet’s active pedagogy, which are taken as a reference for the consolidation of the categories of analysis: reading levels, textual characteristics and Freinet’s techniques. Likewise, this article has a qualitative approach that contributes to a broad interpretative panorama, and the method is action-research, which provides a direct vision of the reality of study and a subsequent reflection on it, allowing us to solve problems of the educational reality, in this case reading and writing. In this sense, five teachers of the Spanish Language area and 11 sixth-grade students were taken as key informants, to whom an interview and a diagnostic test were applied, respectively. The research reported in this article is intended to include new pedagogical and didactic methodologies that enable teachers to generate favorable educational environments for students to improve their difficulties.
Abstract
Idioma
Palabras clave
Reading, Writing, Reading comprehension, Active pedagogy, Célestin Freinet’s techniques, Lectura, Escritura, Comprensión lectora, Pedagogía activa, Técnicas de Célestin Freinet
Citación
Colecciones
Licencia Creative Commons
Derechos de autor 2022 Espiral, Revista de Docencia e Investigación