Gimnasia cerebral como mediación pedagógica para mejorar la lectura en voz alta de estudiantes de segundo-seis del Instituto Técnico La Cumbre
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Universidad Santo Tomás seccional Bucaramanga
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La presente investigación se enmarca en el paradigma cualitativo, la cual se caracteriza por estudiar la realidad de los 28 estudiantes de Segundo-seis del Instituto Técnico la Cumbre del municipio de Floridablanca-Santander, en donde a través de la investigación-acción se asume un papel activo para mejorar la lectura en voz alta.
Se establece como objetivo general fortalecer los procesos de lectura en voz alta a partir de siete talleres pedagógicos basados en ejercicios de gimnasia cerebral centrados en mejorar la fluidez, pronunciación, entonación y volumen de voz. Cuenta con la observación participativa, rúbricas de evaluación, registros audiovisuales y diarios de campo.
Como resultado se observa que, para el fortalecimiento de los procesos de lectura en voz alta, es importante que se creen espacios en el aula de clase en donde se estimule la oralidad, se fomente el respeto y la actitud de escucha. Además, se reconoce que el acto de leer en voz alta debe ser considerado como una oportunidad para llevar a los niños a cambiar su aprendizaje y mejorar las dificultades académicas, en donde se desarrolle una conexión integral entre la comunicación corporal y el lenguaje. Una de las principales conclusiones es que, dentro del aprendizaje de la lengua, es ideal que los docentes y estudiantes entiendan que aprender a leer en voz alta es un proceso. En otras palabras, es fundamental que se vaya paso a paso y que se tengan en cuenta las distintas habilidades que comprende leer en público.
Finalmente, el estudio evidencia una respuesta positiva por parte de la implementación de la gimnasia cerebral, puesto que los niños potencian sus habilidades comunicativas y fortalecen las relaciones intra e interpersonales. Así mismo, permite que el docente brinde el acompañamiento constante, asociado a la reflexión, flexibilidad, respeto y empatía reconociendo que se pueden equivocar y que estos errores se deben solucionar con calma, con el fin de mejorar los procesos en cuanto a la entonación, fluidez, volumen de voz y pronunciación, ya que no, solo se trata de leer en voz alta, sino de enseñar a los niños a leer en voz alta.
This research is framed in the qualitative paradigm, which is characterized by studying the reality of the 28 Second-six students of the La Cumbre Technical Institute of the municipality of Floridablanca-Santander, where, through action-research, an active role in improving reading aloud. It is established as a general objective to strengthen the processes of reading aloud from seven pedagogical workshops based on brain gymnastics exercises focused on improving fluency, pronunciation, intonation and voice volume. It has participatory observation, evaluation rubrics, audiovisual records and a field diary. As a result, it is observed that, to strengthen the processes of reading aloud, it is important that spaces are created in the classroom where orality is stimulated, respect and a listening attitude is fostered. In addition, it is recognized that the act of reading aloud should be considered as an opportunity to lead children to change their learning and improve academic difficulties, where a comprehensive connection is developed between body communication and language. One of the main conclusions is that, within language learning, it is ideal for teachers and students to understand that learning to read aloud is a process. In other words, it is essential that you go step by step and consider the different skills that reading in public comprises. Finally, the study shows a positive response from the implementation of brain gymnastics, since children enhance their communication skills and strengthen intra and interpersonal relationships. Likewise, it allows the teacher to provide constant support, associated with reflection, flexibility, respect and empathy, recognizing that they can make mistakes and that these errors must be solved calmly, in order to improve the processes in terms of intonation, fluency, volume of voice and pronunciation, since not, it is only about reading aloud, but about teaching children to read aloud.
This research is framed in the qualitative paradigm, which is characterized by studying the reality of the 28 Second-six students of the La Cumbre Technical Institute of the municipality of Floridablanca-Santander, where, through action-research, an active role in improving reading aloud. It is established as a general objective to strengthen the processes of reading aloud from seven pedagogical workshops based on brain gymnastics exercises focused on improving fluency, pronunciation, intonation and voice volume. It has participatory observation, evaluation rubrics, audiovisual records and a field diary. As a result, it is observed that, to strengthen the processes of reading aloud, it is important that spaces are created in the classroom where orality is stimulated, respect and a listening attitude is fostered. In addition, it is recognized that the act of reading aloud should be considered as an opportunity to lead children to change their learning and improve academic difficulties, where a comprehensive connection is developed between body communication and language. One of the main conclusions is that, within language learning, it is ideal for teachers and students to understand that learning to read aloud is a process. In other words, it is essential that you go step by step and consider the different skills that reading in public comprises. Finally, the study shows a positive response from the implementation of brain gymnastics, since children enhance their communication skills and strengthen intra and interpersonal relationships. Likewise, it allows the teacher to provide constant support, associated with reflection, flexibility, respect and empathy, recognizing that they can make mistakes and that these errors must be solved calmly, in order to improve the processes in terms of intonation, fluency, volume of voice and pronunciation, since not, it is only about reading aloud, but about teaching children to read aloud.
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Reading aloud, Brain gymnastics, Pronunciation, Intonation, Volume of voice, Fluency, Mind and body, Pedagogical workshops, lectura en voz alta, gimnasia cerebral, pronunciación, entonación, volumen de voz, fluidez, mente y cuerpo, talleres pedagógicos
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