El trabajo colaborativo como estrategia didáctica de fortalecimiento de la enseñanza del proceso escritor en los docentes del grado tercero de la institución educativa Instituto Técnico Industrial de Villavicencio, Meta

Abstract

The current investigation arose from the analysis of the results of the Saber tests from the years 2014 to 2016, where low results were detected in the area of language, particularly in the communicative writing competence and semantic component in several educational institutions of Villavicencio, which generated concerns about the teaching practices that teachers carried out in the competence detected as weak. This scenario led to the question "How can we improve the teaching practices of the writing process through collaborative work with teachers of the third grade in IE. Fidel Augusto Rivera of Instituto Técnico Industrial? To answer this question, the research, of a qualitative nature with a hermeneutic epistemological approach, took into account the postulates of action research as an enabler of spaces for reflection, practice and active training of the teaching profession, as well as the implementation of the didactic strategy “Synergic Zone: A teaching space to build knowledge”, based on the principles of collaborative work and the objective of improving the teaching of writing based on the conception of this as a process. In the same way, the structure of this strategy outlined three phases, each of which was divided into four moments pointed as disciplinary basis, design of didactic activities, application and reflection. These phases had full flexibility in their reorganization and application according to the needs and abstractions presented throughout their execution, in a clear dynamism characteristic of action research