El uso de los mitos de pueblos originarios del Ecuador como estrategia didáctica para el refuerzo de la lectura comprensiva del español: el caso de San Antonio de Quisapincha.

Abstract

The present investigation was oriented towards the knowledge of the situation of the students of the seventh grade “B” of EGB of the Intercultural Bilingual Educational Unit of the Millennium “Pueblo Kisapincha” and focused on reading comprehension for the development of their academic activities. The evaluation had a qualitative, descriptive and participatory action (PAR) approach, oriented under the inductive method, which uses reasoning to reach conclusions based on the particular fact of intercultural bilingual education in the aforementioned educational unit. The investigative dynamics were developed in a virtual and face-to-face way, applying the Battery of Evaluation of the Reading Processes, Revised (PROLEC-R); The results show that, virtually, students perform poorly on some items, while in person, it went from good to excellent. The reading of pseudowords and the determination of the main idea of the texts, which in virtual form was bad in 100%, went on to obtain, in person, a qualification of excellent in 80% and good in 60%, respectively. Also, in person, 100% of those evaluated were excellent at reading words. 60% obtained good marks when relating the text to the image, identifying the main idea of the texts, as well as listening and responding. In this sense, a didactic strategy is proposed to reinforce and improve students' reading comprehension, which involves adequate motivation and the exercise of reading the myths of the original peoples of Ecuador, as a pedagogical tool to achieve the proposed objectives, developing 4 phases in 4 workshops (one phase in each workshop), duly planned and organized, so that students can understand sentences, texts and oral discourses.