Estrategias pedagógicas para el fortalecimiento de la competencia lectora del programa letras prima – fantasía en el grado primero del colegio Agustiniano Norte.

Abstract

This project describes the main theoretical foundations that are related to the literacy processes of children between 6 and 7 years old, which are grounded in the legal provisions, state of the art, curricular guidelines, and conceptual framework that supports the importance of providing learners with enough opportunities to learn to read and write. Some of the legal provisions are the Colombian General Law of Education, National Curriculum guidelines, Basic Standards of Competences in Language Learning, Basic Learning Rights, and Spanish teaching project of Colegio Agustiniano Norte. Besides, among the most widely used literacy methods that are considered, the structure of the program Letras Prima is taken as the main reference on the basis of its three approaches to practice reading: literary reading, academic reading, and analytical reading. In addition, some of the concepts that historically and contextually establish the didactics of literacy are reviewed from the perspective of authors such as, Vigotsky, Ferreiro, Teberosky, Braslavsky, Jolibert, Reyes y Sepúlveda. Therefore, on the basis of the aforementioned guidelines and concepts, the action-research pedagogical proposal Fantasía was built under a qualitative interpretive hermeneutic paradigm, to meet the needs of first-grade learners at Colegio Agustiniano Norte, with the purpose of strengthening their reading competence, involving, parents, caretakers, and teachers in the applying of effective strategies that improve learners' literacy development.