Resignificación de la praxis educativa para favorecer la competencia lectora desde la sistematización de experiencias docentes

Abstract

The purpose of this study is to develop a resignification in the educational praxis of the Spanish language that favors the communicative reading competence in elementary school students, from the systematization of teaching experiences of the Antonio de la Torre y Miranda de Lorica Educational Institution - Córdoba. The work has a qualitative approach and is framed within the case study design with a sample of 3 elementary school teachers. The research techniques were non-participant observation, narrative documentation and the focus group. The results obtained were able to establish the characterization of the teaching experiences in the teaching of reading and its incidence in the development of the reading competence of elementary school students, based on these data, analyzes and reflections are given that show the development of good teaching practices and from where categories such as: ICT, Image reading, Artistic languages, Life stories, Playfulness, Metacognitive development and Literacy development emerge, which provides lines for a methodological proposal of intervention in educational praxis of Spanish Language in all the basic primary for the development of the competence in study