Secuencia didáctica para fortalecer el proceso de lectoescritura en estudiantes con bajo rendimiento escolar del tercer año “A”, de Educación Básica, de la Unidad “Abelardo Tamariz Crespo”

Abstract

In the context of the pre-vocational practices, developed in the area of Language and Literature in the Third Year of Basic General Education of the Educational Unit "Abelardo Tamariz Crespo", was identified, from the pretest, that a group of six students, with low school performance which for Rodríguez (2015) are children who do not achieve the expected academic learning, do not meet the parameters according to age and pedagogical level, thus not reaching the literacy level recommended for their school year. In this sense, the general objective was to "strengthen literacy in students with low academic performance in the third year of basic education of the Educational Unit "Abelardo Tamariz Crespo" through the application of a didactic sequence. At the theoretical level, the following references were used: Montealegre y Forrero (2016), Ministerio de Educación (2016), Gómez, Molano y Rodríguez (2015), Díaz (2013), Narvarte (2013) and Cassany (2013). The methodological process is based on the Socio-critical Paradigm, with a Qualitative Approach, with the use of Participatory Action Research as a method, participant observation, documentary analysis, interview and test as techniques and field journals, documentary analysis guide, question guide and written tests as research tools. The results of the post-test indicated, in general, that the six students advanced significantly in their literacy level, starting with the application of the didactic sequence. Finally, it can be concluded that the didactic sequence proposed made it possible to strengthen literacy in a group of students with school delays, because it represented a relevant academic reinforcement and attached to the curricular approaches specific to the school year.