Estrategias metodológicas inclusivas para atender a la diversidad en la enseñanza de lengua y literatura de quinto año de la escuela de educación básica Alfonso María Borrero

Abstract

The present research aims to propose and evaluate the effectiveness of educational strategies that incorporate the use of interactive technologies to improve reading comprehension in elementary school children. It focuses on the context of "Alfonso María Borrero" school, located in the rural parish of Santa Ana, Cuenca canton, Azuay province, Ecuador. The problem identified in this study is related to the use of traditional methodological strategies by teachers in the Language and Literature area. It has been observed that, despite existing lesson plans, teachers constantly improvise during the teaching process, which could affect the meaningful learning of students. Additionally, there is evidence of limitations in teacher creativity and innovation due to the exclusive use of texts provided by the ministry. The study is conducted through an action research approach, involving teachers and students in the design, implementation, and evaluation of the proposed educational strategies. The same will be evaluated by specialists to assess whether the proposal is applicable to the addressed problem, ensuring quality and relevance.