Ambiente de aprendizaje y aulas diversas: estrategias didácticas para una biblioteca escolar abierta en Lengua y Literatura en el subnivel de Básica Superior.

Abstract

The research is focused on the application of the formal, non-formal and informal teaching strategies for the Upper Basic sub-level in the subject of Language and Literature, transversing the diverse classrooms -learning styles- within a learning environment recovered -open school library -, in Zoila Aurora Palacios High School in Cuenca-Ecuador. In this sense, the objective was to determine how the application of the teaching strategies through the use of the open school library contributed to the teaching of the contents of Language and Culture, Reading, Writing, Oral Communication and Writing within various classrooms. The research was mixed with an exploratory descriptive approach, using Participatory Action Research (PAR) and descriptive statistics as information analysis strategies. In addition, the following data collection techniques were applied: participant observation, learning styles test, entry and exit surveys, structured entry and exit interviews and focus groups. Among the main results was that students after their intervention in the open school library learned to use this learning environment to strengthen their teaching processes, Reading being the most desired macro skill and worked for them in this space. Within the execution of didactic strategies that complemented the use of this environment, the non-formal ones were the ones that pleased the students, leading the list; the communities of practice - work as a team -, the game and the laboratory classroom, making it possible to mainstream the conformation of diverse classrooms.