Refuerzo de los procesos de enseñanza- aprendizaje de la lectoescritura del castellano a partir del método ecléctico y el uso de los mitos locales del cantón Suscal, en estudiantes del 2° EGBIB

Abstract

The teaching-learning process of literacy started at the first years of school life, about bilingual intercultural contexts, it becomes one of the main tools for learning the normative elements of the language of intercultural relationship and the language of nationality. The present research project was oriented to know the level of literacy of the Spanish language of the second-grade students of the Bilingual Intercultural Community Educational Unit "Suscal" it in Suscal canton, they has been received a virtually education per one year because of COVID 19 pandemic. Contact with those involved took place virtually and in person, following a socio-critical paradigm, with a qualitative approach and from participatory action research, given that it sought to understand the reality and social context to visualize a transformation in the pedagogical practice of students in Spanish reading and writing skills. For this, a reading and writing diagnostic test was applied to the students, with results of deficiency in reading and writing for the academic level; then, an interview was conducted with the teacher to complement the diagnosis obtained, to know the didactics that she develops for the teaching-apprenticeship of the written language and; the dynamics of teleworking and tele-education between teachers, families and students in view of the existing modality to finally propose a guide of didactic activities for teachers and parents; that guides how to develop the didactic activities designed from the eclectic method and integration of the myths of the town of Suscal, to reinforce reading and writing in relation to the academic level of second grade.