El aprendizaje basado en proyectos como propuesta didáctica para el fortalecimiento de las macrodestrezas lingüísticas de lectura y escritura en los estudiantes del sexto grado de educación básica de la Unidad Educativa Particular Corel

Abstract

The following investigation approaches a didactic proposal founded on Project Based Learning (PBL) and on the diversification of didactic strategies for the Language and Literature teaching on virtual mode. The aim of the present study is to strengthen the development of the linguistic macro-skills of reading and writing on sixth grade students from basic general education. On that purpose, a diagnose of the macro skills initial status was made; identification of didactic strategies; the theoretical foundation through authors like Cassany (1999), Lomas (2003), Solé (1997), Coll (2005), Campos (2000), Sánchez (2013), Reina (2006), Delgado y Solano (2015); and finally, the proposal design and validation. The study is based on the epistemological paradigm of Well Living and on the socio-critical research paradigm, it is of the descriptive type, and mixed (quantitative-qualitative), it is oriented by the Research-Action design; and the techniques and instruments were the participant observation, field diaries, interview and diagnostic evaluation. The results show that at least half of the students present deeper difficulties in reading, while in writing, results are more favorable. It was also identified that the prominent didactic strategies in laguage teaching are focused on the individualization of learning, and on information’s presentation and collaboration within the classroom group. The proposal, after being subjected to evaluation by blind experts, was validated and consequently pertinent. Finally, a pilot test of the first three cycles of the proposal was applied with a sample of students, the results were positive in terms of acceptance from the students for its methodology and for the progress reflected in some linguistic macro skills aspects.