Guía de estrategias neurodidácticas para el desarrollo de la lectoescritura en los estudiantes de tercer año de EGB paralelo “B” de la Unidad Educativa “Víctor Gerardo Aguilar”.

Abstract

This Curricular Integration Work was born by the need to strengthen literacy in the subject of Language and Literature, because when carrying out the pre-professional practices in the third year of Basic General Education in the "Victor Gerardo Aguilar" Educational Unit difficulties were evident on the part of students when recognizing, understanding, assimilating and constructing phonemes, graphemes, syllables or words, both orally and in writing, these being common literacy problems. The objective of this research was to strengthen literacy, through a guide of neurodidactic strategies, which propose to strengthen the teaching-learning process, taking into consideration the functioning of the brain, through the stimulation of four brain mechanisms, which are: emotions, motivation, attention and memory, to benefit learning to read and write. The methodology in this Curricular Integration Work was based on a qualitative approach, accompanied by the socio-critical paradigm, taking as inspiration the Action Research method (IA) without taking its structure rigidly. For the information gathering were applied different research techniques, such as participant observation, semi-structured interview, questionnaire and a Reading and Writing Analysis Test (RWAT). This shows that the application of the strategy guide based on neurodidactics strengthened reading and writing skills in the teaching-learning process, in addition to improving the environment in which they operate, since the results obtained in the latter are optimal. and significant since, there was an improvement in skills, a decrease in reading and writing problems by 52.1% between the pretest and posttest. In conclusion, the proposal turned out to be a favorable tool to strengthen the literacy process in third grade students of Basic Education.