Morales Escobar, Ibeth del RosarioManjarrez Villalba, Osvaldo Enrique2021-07-082021-07-082021-07-07https://repositorio.unicordoba.edu.co/handle/ucordoba/4264The purpose of this research was to describe the transformations in reading teaching practices, product of the application of the pedagogical strategy based on the interactive discursive perspective of reading to strengthen the textual comprehension of students in the fourth and fifth grades. of the educational institution El Gas in the municipality of San Pelayo, in which deficiencies associated with textual comprehension were evidenced, for which the design of an intervention strategy was proposed in a fun way for its treatment. Methodologically, the research is qualitative of the Action Research type from a comprehensive-interpretive perspective. The participants in the research were three teachers, six fourth-grade students and nine fifth-grade students of the Educational Institution el Gas headquarters Las Manuelitas. In collecting the information, techniques such as direct observation, diagnostic test and final test after implementing the pedagogical strategy, semi-structured interviews and a discussion group. The results in the research process showed that teachers conceptualize reading only as an act to understand and acquire knowledge, in addition, the majority of students presented deficiencies in the reading comprehension levels: literal, inferential and critical in the pretest. Therefore, it was designed in coordination with teachers: traveling to the world of texts, as a pedagogical strategy with the aim of capturing interest and enhancing textual understanding. The results of the implementation of the pedagogical strategy: traveling to the world of texts, allowed the strengthening of the students' textual comprehension evidenced in the final test, although there are still shortcomings regarding the inferential level in both grades (4th and 5 °) of the Educational Institution el Gas headquarters Las Manuelitas.1 Introducción2 Descripción y formulación del problema 133 Objetivos 203.1 Objetivo general 203.2 Objetivos específicos 204 Justificación 215 Marco de referencia 255.1 Antecedentes 255.1.1 Investigaciones sobre enfoque sociocultural de lectura 255.1.2 Investigaciones sobre fomento del interés de la lectura 305.2 Marco Teórico Conceptual 365.2.1 Comprensión textual de lectura: 365.2.2 Fomento de la lectura 435.2.3 Modelos y estrategias de enseñanza 455.2.4 Procesos inmersos en la lectura 586 Metodología 636.1 Enfoque 636.2 Método 636.3 Fases de la investigación 646.4 Población y Participantes 656.5 Descripción de los instrumentos 666.6 Validación y fiabilidad de instrumentos 697 RESULTADOS 707.1 ESTRATEGIAS DE COMPRENSIÓN DE LECTURA QUE PROMUEVEN LOS DOCENTES 707.2 Estrategia pedagógica 747.3 Nivel de lectura de los estudiantes de grado 4° y 5° de la Institución Educativa el Gas Sede Las Manuelitas 1217.4 Transformaciones en las prácticas de enseñanza de lectura (percepción docente) después de implementar la estrategia didáctica en estudiantes y docentes de los grados 4° y 5° de la Institución Educativa el Gas Sede Las Manuelitas 1447.5 Transformaciones en las prácticas de enseñanza de lectura (percepción estudiantil) después de implementar la estrategia didáctica en estudiantes y docentes de los grados 4° y 5° de la Institución Educativa el Gas Sede Las Manuelitas 1478 Conclusiones y recomendaciones 151Bibliografía 154ANEXOS 160application/pdfspaCopyright Universidad de Córdoba, 2021Trabajo de grado - Maestríainfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Comprensión textualEstrategia discursiva de lecturaNiveles de comprensiónText comprehensionDiscursive reading strategyComprehension levels