Mediación del teatro con marionetas como estrategia de motivación lectora para el desarrollo del aprendizaje significativo en la asignatura de Lengua y Literatura en estudiantes de cuarto grado de la unidad educativa Ciudad de Cuenca.

Abstract

The objective of this research project is to design a reading motivation strategy based on puppet theater for the development of meaningful learning in the subject of Language and Literature in the fourth grade of the Ciudad de Cuenca educational unit during the school year 2021- 2022. During the pre-professional practices, it was identified that the students maintain a passive participation in reading content, which evidenced the deficient reading motivation in them. The research from the theoretical component is based on Mora (2019) with his contribution to reading motivation within the teaching-learning process; in Ausubel, Novak and Hanesian (1976) with the Theory of Significant Learning and in Reyes and Tayron (2022) with the puppet theater as a strategy for reading motivation. The research methodology was based on a qualitative approach with a socio-critical paradigm. It addresses a methodology of Participatory Action Research IAP. Techniques and instruments were applied such as: participant observation, interview, observation guide, focus group, among others. The main result of the research was the need to design a reading motivation strategy based on puppet theater. The strategy called "Stories that are not stories" comprises 3 phases with various activities that use the elements of the puppet theater. The objective is to motivate reading in students for the development of meaningful learning. The validation of the strategy allowed to obtain value judgments around the feasibility of the proposal. In conclusion, the use and knowledge of puppet theater as a didactic strategy allows to motivate reading and improve teaching practice, in terms of trying to achieve significant learning.