Gestión áulica y el proceso de enseñanza-aprendizaje en Lengua y Literatura: una mirada integradora de sus componentes.

Abstract

The purpose of this research was to analyze the relationship between classroom management and the teaching-learning process around Language and Literature in the fourth year of General Basic Education in an educational unit of the millennium. Classroom management is an important aspect that should be considered by the teacher for the integral development of students, since the management of spaces, contents, strategies, resources and materials allows learning from the planning of different contexts. For this reason, two categories were considered in this study: classroom management and the teaching-learning process in the area of Language and Literature. The design of this research was action research, with a qualitative approach. The techniques were: participant observation, semi-structured interview, documentary analysis and its instruments: observation guides and field diaries, interview guide and documentary analysis guide. The instruments that accompanied these techniques were developed with the indicators corresponding to the main research categories. In addition, a classroom management proposal was designed and applied from the classroom management components. This study involved forty students and the teacher of the Fourth Year of General Basic Education as participants. Through the research process, it was obtained that the components of classroom management are interrelated and interact in the classroom, so that the alteration of one of them affects the other.