Las dificultades de atención en los estudiantes de cuarto año de educación básica de la Unidad Educativa Pío Bravo durante el año 2023. Una propuesta pedagógica inclusiva en el área de Lengua y Literatura

Abstract

The characterization of learning in the area of Language and Literature in fourth-grade students of basic education allowed for the identification of significant challenges related to students' difficulties in maintaining sustained atten-tion, possessing adequate reading comprehension, and developing appropriate writing skills, as well as active partici-pation in classes. These characteristics led to Specific Educational Support Needs (SESN), requiring an inclusive and adaptive pedagogical strategy to meet them. The general objective of this research was to propose a pedagogical strategy to promote the concentration of attention in fourth-grade students in the subject of Language and Literature, contributing to the improvement of their learning outcomes based on the satisfaction of their specific educational support needs. The methodology was active, participatory, and global, based on a qualitative and interpretative para-digm, employing Action Research. Semi-structured interviews, observation guides, and a product guide were used as data collection techniques and instruments to identify difficulties in the attention concentration of the 14 students. Finally, a questionnaire was administered to experts for the validation of the proposal. In terms of its scope, the re-search contributes to the improvement of inclusive quality in Ecuador. Through the designed pedagogical strategy, it facilitated the stimulation of students' attention in the area of Language and Literature, thus responding to the diversi-ty of SESN present in the classroom. The strategy, based on a set of educational actions, becomes an extraordinary resource to promote inclusion, collaboration, and enhance linguistic and literary skills. The theoretical and preliminary validation confirmed its relevance and viability. The consulted experts acknowledged its suitability to current challeng-es in the learning of Language and Literature and its potential to improve students' concentration and academic per-formance.