El proceso de comprensión lectora y el uso de la pregunta exploratoria en secundaria

This research seeks to analyze the process of teaching reading comprehension among secondary school teachers in the Liceo Ariguaní educational institution so that transformations are generated from reflections on the exploratory question as a pedagogical tool. The investigation is framed in the basic characteristics of the action research, whose object is the transformation of the educational and social practice, the permanent articulation of the investigation, the action and the formation throughout the investigation process, establishing two phases ( diagnosis and transformation) with a population of six teachers from the language area who make up a discussion group and classes were observed to carry out the documentary analysis and the creation of a working table in the learning community. The study showed that teachers do not have criteria in the use of reading strategies, and that the pedagogical transformation arises from reflection on their own classroom practices. Keywords: learning, exploratory question, reading comprehension, reading strategies.

• Autores: García G, Germán De Jesús
• Tipo de recurso: Trabajo de grado de pregrado
• Fecha de publicación: 2018
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/76
• Acceso en línea: http://hdl.handle.net/11323/76; https://repositorio.cuc.edu.co/
• Palabra clave: Aprendizaje; Pregunta exploratoria; Comprensión lectora; Estrategias de lectura
• Rights: openAccess
• License: Atribución – No comercial – Compartir igual