La autonarrativa como estrategia pedagógica para el fomento de la producción textual escrita
One of the great difficulties of students is the construction of texts with quality. This is due to the imposition of writing without adequate support, generating apathy and resulting in texts lacking in writing and grammatical norms. For this reason, a strategy has been designed that uses the self-...
- Autores:
-
Armenta Mojica, Margarita
Navarro Morales, Yanerys Ibeth
- Tipo de recurso:
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/8820
- Acceso en línea:
- https://hdl.handle.net/11323/8820
https://repositorio.cuc.edu.co/
- Palabra clave:
- Teaching
Writing
Self-narrative
Textual production
Didactic proposal
Enseñanza
Escritura
Auto narrativa
Producción textual
Propuesta didáctica
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | One of the great difficulties of students is the construction of texts with quality. This is due to the imposition of writing without adequate support, generating apathy and resulting in texts lacking in writing and grammatical norms. For this reason, a strategy has been designed that uses the self-narrative as a tool to improve writing competence in 4th and 5th grade students of the Nurquí Rural Educational Institution, Jesús Ferrer headquarters. The proposal has been directed towards an experiential approach with a socio-critical paradigm, it uses action-participation research, framed in qualitative research. To achieve this, information collection instruments such as observation, structured interviews and checklists have been applied to students and teachers of the institution, to know the methodology used and identify the difficulties presented. After analyzing the results, the absence of strategies aimed at developing writing processes of real communicative situations, the ignorance of didactic aspects such as planning, textualization and review of drafts, essential for writing, were evidenced. Therefore, the proposal of a didactic unit has been designed, which Will allow the construction of their own authentic texts, following a step by step of pre-writing, writing, feedback and evaluation, ensuring that both actors (students and teachers) are integrated into the process, making it practical and very efficient in delivering the final result, which is the construction of texts respecting the rules of coherence, cohesion and grammar. |
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