Estrategias de mediaciĆ³n lectora para los niveles iniciales de escolaridad
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Archivos
Fecha
2022
Autores
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
La implementaciĆ³n de estrategias de mediaciĆ³n lectora en los primeros
aƱos de escolaridad facilita que los alumnos fortalezcan habilidades de acceso
para el mundo letrado, a la identificaciĆ³n con Ć©l, al desarrollo de los procesos de
escuchar, hablar, leer y escribir, que facilitan la comunicaciĆ³n con su entorno
cultural y social, gran desafĆo de enseƱanza para las docentes de primero y
segundo bƔsico, porque deberƔn poner en marcha innovaciones didƔcticas de
enseƱanza, para que los alumnos adquieran habilidades de lecto escritura y el
gusto por la lectura, por ende, ambas profesionales se deberƔn posicionar en su
rol educativos como agentes de fomento lector activos participativos. Esto implica
reconocer que no hay razones para que este grupo de alumnos no aprenda a leer,
escribir, comprender y dialogar en forma competente. Por lo tanto, vista esta
situaciĆ³n, nace mi proyecto de innovaciĆ³n de buscar remediales frente a este
escenario, que tienen por objetivos, sensibilizar a las docentes de este ciclo para
que realicen actividades para el desarrollo lector escritor, para que consideren que
es una herramienta Ćŗtil para dar significado al mundo que rodea al alumno y
asumiendo que son agentes significativos para el logro de los objetivos que se
persiguen. Para obtener los antecedentes iniciales de esta problemƔtica, se
realizaron observaciones directas e indirectas, conversaciones informales con las
docentes del nivel, con el equipo de inclusiĆ³n, con los alumnos, la bibliotecaria y la
Coordinadora TĆ©cnica.
Finalmente, el presente proyecto se desarrollĆ³ por capĆtulos, iniciando con la
propuesta, en la que se encuentra el objetivo general y sus etapas interrelacionadas,
para continuar con la fundamentaciĆ³n teĆ³rica, prosiguiendo con la planificaciĆ³n -
evaluaciĆ³n, finalizando con las conclusiones, referencias bibliogrĆ”ficas y los anexos
de respaldo.
The implementation of reading mediation strategies in the first years of schooling allows students to acquire access skills for the literate world, to identify with it, to develop the processes of listening, speaking, reading and writing, which facilitate communication. with its cultural and social environment, a great teaching challenge for first and second grade teachers, because they must implement didactic teaching innovations, so that students acquire literacy skills and a taste for reading, therefore both professionals they should position themselves in their educational role as active participatory reader promotion agents. This implies recognizing that there is no reason why this group of students should not learn to read, write, understand and dialogue competently. Therefore, given this situation, my research action was born to seek remedies against this scenario, whose objectives are to sensitize the teachers of this cycle so that they carry out activities for the reader-writer development, so that they consider that it is a useful tool. to give meaning to the world that surrounds the student and assuming that they are significant agents for the achievement of the objectives that are pursued. To obtain the initial background of this problem, direct and indirect quantitative and qualitative observations were made, informal conversations with the teachers of the level, with the inclusion team, with the students, the librarian and the Technical Coordinator. Finally, this project was developed by chapters, beginning with the proposal, in which the general objective and its interrelated stages are found, to continue with the theoretical foundation, continuing with the planning - evaluation, ending with the conclusions, bibliographical references and supporting attachments.
The implementation of reading mediation strategies in the first years of schooling allows students to acquire access skills for the literate world, to identify with it, to develop the processes of listening, speaking, reading and writing, which facilitate communication. with its cultural and social environment, a great teaching challenge for first and second grade teachers, because they must implement didactic teaching innovations, so that students acquire literacy skills and a taste for reading, therefore both professionals they should position themselves in their educational role as active participatory reader promotion agents. This implies recognizing that there is no reason why this group of students should not learn to read, write, understand and dialogue competently. Therefore, given this situation, my research action was born to seek remedies against this scenario, whose objectives are to sensitize the teachers of this cycle so that they carry out activities for the reader-writer development, so that they consider that it is a useful tool. to give meaning to the world that surrounds the student and assuming that they are significant agents for the achievement of the objectives that are pursued. To obtain the initial background of this problem, direct and indirect quantitative and qualitative observations were made, informal conversations with the teachers of the level, with the inclusion team, with the students, the librarian and the Technical Coordinator. Finally, this project was developed by chapters, beginning with the proposal, in which the general objective and its interrelated stages are found, to continue with the theoretical foundation, continuing with the planning - evaluation, ending with the conclusions, bibliographical references and supporting attachments.
Notas
Tesis (MagĆster en EducaciĆ³n Inicial MenciĆ³n DidĆ”ctica de las MatemĆ”ticas y el Lenguaje)
Palabras clave
ComprensiĆ³n de Lectura, Estrategias de EnseƱanza, EnseƱanza BĆ”sica