Secuencia didáctica “reporteros en acción, tu cuento es el mío”

Abstract

The study focuses on the 303 grade of Colegio José Jaime Rojas IED in Bogotá, where deficiencies in the literacy process of the 33 students are identified, specifically in achieving inferential and critical reading levels. This problem is exacerbated by a challenging socioeducational context, which includes a floating population and limited family support. The General Objective was to understand the teaching and learning of critical reading through a Didactic Sequence. The methodology used was School Action-Research, with a qualitative approach. The intervention is called “Reporters in action, your story is mine” (“Reporteros en acción, tu cuento es el mío”). This 10-session didactic strategy was based on the role of reporters to promote autonomy and interaction with texts. Key activities included conducting interviews (with family members or classmates), the use of digital tools (such as Wordwall and Mentimeter), and the exercise of re-narration, which involves producing a new text based on the reading. The implementation proved to be an appropriate strategy for the context, as the cyclical process of reading, re-reading, and producing text was carried out more consciously. It was concluded that the strategy favored autonomy and contributed to some students reaching inferential and critical interpretation levels.