Estrategias didácticas para la enseñanza de la lectoescritura como macroeje transversal del currículo en el segundo grado de Educación General Básica

Abstract

The present work arises from the pre-professional practice carried out at the "Panama" school in the city of Cuenca. The detected problem points to the students' obstacles in the development of reading and writing and the inconveniences in the teaching and learning process. Since, students do not identify phonemes, they get confused in writing and cannot identify or differentiate several letters. Therefore, this study arises as an alternative to promote the teaching and learning process of reading and writing. The objective is to elaborate a system of didactic strategies that favor the development of literacy as a transversal macro-axis of the curriculum in second grade students of the aforementioned institution. The study has a socio-critical paradigm, with a qualitative approach, is descriptive and was conducted through participatory action research. Among the techniques used were observation, interview and a test. Also, instruments such as a field diary, a guide of questions and a questionnaire were used. Initially, the authors carried out a systematization of theoretical references that allowed them to reflect on the research topic. The proposal was developed for the subjects of Language and Literature, Natural Sciences and Mathematics through the use of stories and pictograms. finally, it was concluded that the proposal favors the educational act in a didactic way and favors the teaching and learning of reading and writing as a macro-axis.