El taller de lectura dialógica como una estrategia metodológica para mejorar los niveles de desempeño de lectura crítica en los estudiantes de grado 904 del colegio República Dominicana

Sandoval Peña, Daniela

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Date

2020

Author

Sandoval Peña, Daniela

Director de tesis

Torres, Andrés Octavio

TY - GEN T1 - El taller de lectura dialógica como una estrategia metodológica para mejorar los niveles de desempeño de lectura crítica en los estudiantes de grado 904 del colegio República Dominicana AU - Sandoval Peña, Daniela Y1 - 2020 UR - http://hdl.handle.net/11396/5760 AB - This pedagogical research project born to need that enhance the levels of critical reading of students belonging to grade 904 of the educational district institution República Dominicana through of pedagogical intervention, that in this case imply the application of dialogical workshops of critical reading how methodological strategy in Spanish class. With this project the intention is to contribute to the population of educational institution República Dominicana in two fundamental aspects for your academic training and your professional exercise: first, wanted encourage the argumentation and critical reading contextualized through reading literature texts and, at the same time modify the methodological perspective of the Spanish class making dynamic the professional exercise [pedagogical and didactic] starting from new virtual community reading strategies with a defined objective. The proposal is a methodological intervention that is based on the observation of the Spanish class, that manages to identify that the levels of critical reading of the students are low because they present disinterest compared to the class methodology and compared to the literature chosen to fulfill the competencies proposed by the ministerial de education national (MEN) due to this it is necessary to use the educational workshop since the methodological perspective in order to present itself as a solution first, disinterested in regard to reading and second to the improvement in the levels of critical reading that the institutional evaluations tests give by academic periods that are applied for each area of knowledge ER - @misc{11396_5760, author = {Sandoval Peña Daniela}, title = {El taller de lectura dialógica como una estrategia metodológica para mejorar los niveles de desempeño de lectura crítica en los estudiantes de grado 904 del colegio República Dominicana}, year = {2020}, abstract = {This pedagogical research project born to need that enhance the levels of critical reading of students belonging to grade 904 of the educational district institution República Dominicana through of pedagogical intervention, that in this case imply the application of dialogical workshops of critical reading how methodological strategy in Spanish class. With this project the intention is to contribute to the population of educational institution República Dominicana in two fundamental aspects for your academic training and your professional exercise: first, wanted encourage the argumentation and critical reading contextualized through reading literature texts and, at the same time modify the methodological perspective of the Spanish class making dynamic the professional exercise [pedagogical and didactic] starting from new virtual community reading strategies with a defined objective. The proposal is a methodological intervention that is based on the observation of the Spanish class, that manages to identify that the levels of critical reading of the students are low because they present disinterest compared to the class methodology and compared to the literature chosen to fulfill the competencies proposed by the ministerial de education national (MEN) due to this it is necessary to use the educational workshop since the methodological perspective in order to present itself as a solution first, disinterested in regard to reading and second to the improvement in the levels of critical reading that the institutional evaluations tests give by academic periods that are applied for each area of knowledge}, url = {http://hdl.handle.net/11396/5760} }

Abstract

Este proyecto de intervención pedagógica nace de la necesidad de potenciar los niveles de lectura crítica de los estudiantes del grado 904 de la Institución Educativa Distrital República Dominicana a través de la intervención pedagógica, que en este caso implica la aplicación de talleres dialógicos de lectura crítica como estrategia metodológica en la clase de español. Con este proyecto se pretende aportar a la población de la institución educativa República Dominicana en dos aspectos fundamentales para su formación académica y su ejercicio profesional: primero se busca fomentar la argumentación y la lectura crítica contextualizada a través de la lectura de textos de literatura y, al mismo tiempo, modificar la perspectiva metodología de la clase de español, haciendo dinámico el ejercicio profesional [pedagógico y didáctico] partiendo de nuevas estrategias de lectura comunitaria virtual con un objetivo definido. La propuesta es una intervención pedagógica que se basa en la observación de la clase de español, que logra identificar que los niveles de lectura crítica de los estudiantes son bajos porque presentan desinterés frente a la metodología de clase y frente a la literatura escogida para cumplir con las competencias propuestas por el Ministerio de Educación Nacional [MEN], debido a esto se hace necesario utilizar el taller educativo desde la perspectiva metodológica con el fin de presentarse como una posible solución, primero al desinterés de la lectura y segundo, al mejoramiento en los niveles de lectura crítica que arrojan las pruebas evaluaciones institucionales por periodos académicos que se aplican para cada área del saber

Abstract

This pedagogical research project born to need that enhance the levels of critical reading of students belonging to grade 904 of the educational district institution República Dominicana through of pedagogical intervention, that in this case imply the application of dialogical workshops of critical reading how methodological strategy in Spanish class. With this project the intention is to contribute to the population of educational institution República Dominicana in two fundamental aspects for your academic training and your professional exercise: first, wanted encourage the argumentation and critical reading contextualized through reading literature texts and, at the same time modify the methodological perspective of the Spanish class making dynamic the professional exercise [pedagogical and didactic] starting from new virtual community reading strategies with a defined objective. The proposal is a methodological intervention that is based on the observation of the Spanish class, that manages to identify that the levels of critical reading of the students are low because they present disinterest compared to the class methodology and compared to the literature chosen to fulfill the competencies proposed by the ministerial de education national (MEN) due to this it is necessary to use the educational workshop since the methodological perspective in order to present itself as a solution first, disinterested in regard to reading and second to the improvement in the levels of critical reading that the institutional evaluations tests give by academic periods that are applied for each area of knowledge

URI

http://hdl.handle.net/11396/5760

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Licenciatura en Humanidades y Lengua Castellana [28]