La Enseñanza De La Lectura Desde Un Enfoque Comunicativo, Fortalece El Proceso Lector De Los Estudiantes De Grado Octavo De Básica Secundaria

Abstract

The purpose of the present research is to strengthen the reading process of the eighth grade students of the Institución Educativa Nacional Agustín Codazzi, considering of great importance the appropriation of a teaching methodology is the extrapolation of the student. The academic work that has been developed is of qualitative type, from the action-research method; in which the didactic sequence was selected as a methodological strategy that allowed the intervention in a group of eleven students in eighth grade at the secondary level. The tools used were the field diary, the rubrics and the students' products, in which the difference between the expectations and perceptions of the teachers, students and parents regarding the appropriation of the strategies that facilitate the reading process are clarified. In order to evidence such differences, categories of analysis were identified that allowed the triangulation of the information. The derivations indicate that reading teaching practices should be reformed taking into account that in order to understand a text it is necessary to go through some phases, moments and different strategies. The inclusion of daily situations and current news as a contextualization strategy allowed the school to promote reading from the context in which it is being educated, thus contributing to preserve the identity, traditions and culture of society.