Propuesta de transversalización de la metodología TiNi al proceso de enseñanza aprendizaje de la lectoescritura en estudiantes de 6 a 8 años del Subnivel Elemental de EGB

Abstract

The Curricular Integration Work is developed during pre-professional internships, with intervention in students from six to eight years of the Elementary Sub-level of the Millennium Educational Unit Manuela Garaicoa de Calderón in Cuenca (Ecuador). Evidence that there are difficulties in the teaching-learning process of literacy. This when reading letters, combinations of vowels and consonants, spelling of words heard and forming words when hearing sounds, as well as writing words, sentences, numbers and spontaneous writing.The objective of the research is to promote literacy through the mainstreaming of the TiNi methodology. In such a way that, the theoretical foundations are oriented in the phases of reading and writing, constructivist method and mainstreaming strategies. The research methodology maintains the qualitative approach and the Participant Action Research method, which allows working with four phases of problem posing and data collection, interpretation, planning and execution of action and evaluation. In addition, information gathering techniques such as documentary analysis, participant observation, survey, semi-structured interview and data triangulation are applied. Allowing optimal and significant results in the students who were part of the application of the mainstreaming proposal. This is due to the different activities and innovative strategies related to the environmental approach. Where knowledge was built through experience, which also allowed to generate new strategies to teach and learn with the use of materials from the environment and associated with the planting of a plant.