Comunidades de aprendizaje: el Modelo Integrativo como alternativa para la organización escolar en Lengua y Literatura en octavo año de Educación Básica

Abstract

The learning communities are articulating spaces and are strengthened when the educational actors are involved in the learning process and in the environment or coexistence of the students. This research aims to demonstrate that the construction of learning communities from the Integrative Model benefits the work within the classroom and in the institution. For this a qualitative approach was used through the application of diagnostic tools such as semi-structured interview, qualitative survey, pre-test and post-test; the same ones that allowed to know how the Integrative Model can link or generate contributions from the construction of learning communities in diverse classrooms based on Language Literature. As a result of the research the articulation of the learning community through the Integrative Model strengthens the students' performance enhancing their academic performance and developing basic essential learning that allows the student to continue their academic training process.