Estrategia didáctica para el fortalecimiento de la lectoescritura en estudiantes del tercer año de EGB de la Unidad Educativa Remigio Romero y Cordero

Abstract

Several studies show that the use of didactic strategies can be a favorable tool for the teaching-learning of literacy in a way that breaks the monotony of the observer in the case of the student and the teacher as the main actor, replacing the learner as an active actor and the educator becomes a guide who will be in charge of helping only when necessary. For this reason, the present research entitled "Didactic strategy for the strengthening of reading and writing in students of the third year of EGB of the Remigio Romero y Cordero Educational Unit" was developed, which aims to create a didactic proposal that meets the demands of work both in the virtual and face-to-face environment, based mainly on Collaborative Learning. In this way, Collazos, Guerrero and Vergara, among others, who provide the foundations of CA, are taken as theoretical references. On the other hand, the methodology that was useful maintains the socio-critical paradigm since it will try to transform the educational reality, with a qualitative approach and a descriptive character. Finally, 10 activities will be carried out to favor the teaching-learning of literacy based on CA, which will be easily accessible because they will be in a blog.