Estrategias educomunicativas: fortalecimiento de la competencia lectoescritora en estudiantes de educación primaria del Colegio de la Santísima Trinidad de Bucaramanga.

Abstract

The project “Educational Communication Strategies: Strengthening Reading and Writing Skills Among Elementary School Students at the Colegio de la Santísima Trinidad in Bucaramanga” stems from the need to address the persistent difficulties children face in reading comprehension and written expression. These limitations, linked to pedagogical, socio-emotional, and contextual factors, affect students’ academic performance, motivation, and critical thinking skills. Despite institutional efforts to promote inclusive, high-quality education, there is a clear disconnect between educational processes and students’ sociocultural reality, which leads to disinterest and low participation in school activities. The overall objective of this research is to design and implement innovative educommunicative strategies—mediated by digital tools and participatory methodologies—that promote reading comprehension, written expression, critical thinking, and social-emotional development among elementary school students. To achieve this, three specific objectives have been established: to analyze the needs and challenges in the development of literacy skills; to design and implement educommunication strategies supported by digital resources; and to evaluate the pedagogical impact of these strategies—particularly the production of school podcasts—on strengthening literacy skills. The methodology is based on a qualitative approach, complemented by quantitative support techniques. This research design is primarily aimed at gaining an in-depth understanding of students’ experiences, taking into account the subjective and social dynamics that shape their learning. At the same time, it allows for an assessment of changes in their academic performance, not only through numerical indicators but also through the richness of the narratives, perceptions, and pedagogical practices that emerge during the process. The study employed semi-structured interviews, classroom observations, analyses of written work, and diagnostic questionnaires, supplemented by instruments designed to evaluate the impact of educommunicative strategies. The proposal included the implementation of digital media-based activities, such as podcasts and interactive narratives, aimed at promoting textual production and critical reflection. Additionally, collaborative activities were developed that transformed the classroom into a dialogic and creative space, fostering the collective construction of knowledge and the strengthening of communication skills. The expected outcomes include a significant improvement in reading comprehension and written expression, as evidenced by more coherent and structured texts, as well as increased motivation toward reading and writing. A strengthening of social-emotional skills is also anticipated, given that educommunicative strategies foster self-regulation, collaboration, and the expression of emotions in learning contexts. Furthermore, the production of school podcasts is expected to contribute to identity formation and the development of communication skills in contemporary formats, linking academic language with students’ everyday language. The study’s conclusions highlight that educommunication is an effective pedagogical alternative for addressing the challenges of today’s education system. By integrating digital media and participatory practices, it helps bridge the gap between school and everyday life, fostering students’ active engagement and the development of critical thinking skills. Furthermore, the study recognizes that teachers must assume the role of mediators and facilitators, capable of designing inclusive and meaningful learning environments. The project not only contributes to strengthening literacy skills at the Colegio de la Santísima Trinidad but also offers a model that can be replicated in other educational contexts, thereby contributing to pedagogical innovation and teacher professional development. The social relevance of this initiative lies in fostering critical readers and writers from an early age to cultivate active and responsible citizenship in a globalized, technology-mediated society.