Enseñanza-aprendizaje virtual de la autobiografía en Séptimo Año EGB de la UE San Luis Beltrán

Abstract

In learning to write the autobiography, the student population needs to construct and use the concept and structure. Achieving it is difficult, because an abstract concept has different forms of presentation, its practice requires time and knowledge to write about itself, this process is complicated when it is done from virtual. To mediate this research work, it focuses on proposing autobiography teaching-learning processes, optimizing the virtual development of skills with performance criteria inherent to this field of knowledge and established in Curriculum 2016. Part of a diagnosis carried out in the seventh year of EGB through an observation card, a survey to the students, an interview with the professional tutor that resulted in the use of virtual teaching processes identical to those carried out in person, with the difference of using ICT resources for communication and presentation of the tutorials. For this reason, a proposal for a digital didactic sequence is presented in the area of Language and Literature aimed at the Middle Sub-level of Basic General Education in Ecuador on the subject of autobiography writing. The strategy contains four phases: planning and approach, presentation, development of activities on the platform and writing the autobiography on the Padlet platform. The main conclusions focus on the difficulty that has been seen in the development and diversification of digital tools at the time of developing virtual classes, the theoretical references found suggest a representative role of autobiography in the process of writing narrative texts, although it is has seen very little valued, the creation of a proposal for a digital didactic sequence to write the autobiography is a complicated process, but fundamental, it is necessary to make it relevant so that the result is as expected.