Propuesta de ABP aplicada a la lectoescritura en el sexto grado de la UEM Guardiana de la Lengua “Bosco Wisuma”

Abstract

This curricular integration project implemented active methodological strategies in the development of the teaching-learning process in conditions of distance education before the confinement of COVID-19, in the area of Language and Literature, with sixth grade students of the Unit Educative of the Millennium Guardian of the Language "Bosco Wisuma". The proposal arose through the pre-professional practices carried out face-to-face in the 5th cycle in the aforementioned Educational Unit, a process in which we evidenced that no didactics or active methodology was used in the teaching of Language and Literature. From this situation, we resume the approach work together with the sixth grade teacher in the distance education modality, due to the confinement imposed by the national and global health emergency of COVID-19. The active methodology that we designed was based on Problem-Based Learning, which consisted of solving questions, doubts and curiosities, which were reflected in a shared learning guide, taking into account the Shuar curriculum. Likewise, we socialized the inter-learning guide (teaching material) to our professional tutor, in which we disclosed the circle of knowledge based on the area of Language and Literature, specifically in literacy, obtaining skills in accentuation and punctuation. This study responded to our objectives, in order for students to develop a more active role in their learning, through autonomous and collaborative work (family), guaranteeing an education with better results in the area of literacy.