Enseñanza estratégica de habilidades inferenciales en textos poéticos para incentivar la competencia lectora a estudiantes de tercero medio
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Fecha
2020
Profesor/a Guía
Facultad/escuela
Idioma
es
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Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Actualmente la comprensión de la lírica pareciera ser un escollo insalvable para los estudiantes de Educación Media. El presente estudio reporta una experiencia de intervención enfocada en la enseñanza estratégica de habilidades inferenciales de los textos poéticos, en la que participaron una profesora y 19 alumnos de tercero medio de un colegio particular. Presenta los principios teóricos-pedagógicos que fundamentan la intervención y describe el diseño cualitativo utilizado. La información reunida gracias a los instrumentos de recolección y a la revisión de fuentes, fue analizada dando sustento y valor empírico a la investigación. Los resultados obtenidos a partir de un análisis temático basado en la triangulación de evidencias muestran que la intervención realizada facilitó a los participantes el aprendizaje de estrategias de lectura efectivas para lograr mejorar la comprensión de los poemas asignados. Además, los participantes reportaron que, gracias a este aprendizaje, lograron desarrollar una mayor confianza y seguridad para afrontar la lectura de poesía. Los resultados también describen algunas dificultades o aspectos que se pueden perfeccionar. Finalmente, las conclusiones señalan qué aportes específicos podemos extraer tras la intervención realizada, recomendaciones para futuros estudios y para mejorar la práctica educativa de todos los docentes o instituciones educativas que quieran propiciar lectores competentes de textos poético
Nowadays, the understanding of poetry seems to be an insurmountable obstacle for high school students. The present study reports an intervention experience focused on the strategic teaching of inferential skills of poetic texts, during which a teacher and nineteen 11th- grade students from a private school participated. This investigation presents the theoretical-pedagogical principles that underpin the intervention and describes the qualitative design used. The information gathered thanks to the collection instruments and the review of sources, was analysed giving support and empirical value to the research. The results obtained from a thematic analysis based on the triangulation of evidence, show that the intervention carried out facilitated the learning of effective reading strategies for the participants in order to improve their understanding of the assigned poems. In addition, the participants reported that, thanks to this learning, they were able to develop greater confidence and security when facing reading poetry. The results also describe some difficulties or aspects that can be improved. Finally, the conclusions indicate what specific contributions we can extract after the intervention, which was carried out, recommendations for future studies and improvement of the educational practice of all teachers or educational institutions willing to promote competent readers of poetic texts.
Nowadays, the understanding of poetry seems to be an insurmountable obstacle for high school students. The present study reports an intervention experience focused on the strategic teaching of inferential skills of poetic texts, during which a teacher and nineteen 11th- grade students from a private school participated. This investigation presents the theoretical-pedagogical principles that underpin the intervention and describes the qualitative design used. The information gathered thanks to the collection instruments and the review of sources, was analysed giving support and empirical value to the research. The results obtained from a thematic analysis based on the triangulation of evidence, show that the intervention carried out facilitated the learning of effective reading strategies for the participants in order to improve their understanding of the assigned poems. In addition, the participants reported that, thanks to this learning, they were able to develop greater confidence and security when facing reading poetry. The results also describe some difficulties or aspects that can be improved. Finally, the conclusions indicate what specific contributions we can extract after the intervention, which was carried out, recommendations for future studies and improvement of the educational practice of all teachers or educational institutions willing to promote competent readers of poetic texts.
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Comprensión de Lectura, Enseñanza Media., Poesía