Estrategias metacognitivas para contribuir al mejoramiento del proceso de comprensión lectora y reflexión de textos narrativos en los estudiantes del grado sexto cuatro de la institución educativa normal superior de Sincelejo.

Abstract

Education has undergone a series of changes in teacher-student interaction, leading to a teaching-learning process based on the student as part active in the construction of knowledge, being the teacher now a facilitator and executor of strategies that generate an impact in the academy, creating scenarios for the educational training. From this point, the facilitation of tactics for the task training should promote critical-reflective reading in the classroom, focused on spaces of investigation, analysis and understanding. Around this, the development of skills reading for the knowledge and information society (SCI) comprise components that contribute to the performance and educational quality of students providing tools for academic development (Elche, 2018). Current education requires the generation of skills and abilities that provide adequate progress in the educational process, hence the implementation of metacognitive strategies in school settings favor reading comprehension, allowing students to be autonomous in their reading process, resulting in benefits in different personal and academic aspects (Torres, 2017; Urbano & Yerovi, 2018). In another order of ideas, the disposition of metacognitive strategies in the exercise of reading is an essential activity for the academic stage and for those who wish to be strategic readers, since these metacognitive strategies integrate elements significant for the advancement of scientific thinking and learning processes, contributing to the formation of capacities and competences for the analysis and reflection of contexts preparing the student to adjust socially (Meléndez, 2018).

Ultimately, this project will be focused on the implementation of metacognitive strategies for the contribution of the process of understanding and reflection of literary works, in order to provide the students of sixth grade four of the Institution Educativa Normal Superior de Sincelejo, Colombia, in the skills of self-regulation and self-direction, important for the development of the reading process, causing an impact positive in educational quality and academic performance. Finally, the project will be distributed in chapters, the first ones make up the theoretical structure of the project, the following comprise the methodological phase, evidence, results and conclusions, which are related to the study variables.