Estrategias didácticas del docente para la enseñanza de la lectura y escritura de los estudiantes de 2do grado de primaria en un contexto intercultural bilingüe, posterior a la pandemia, en la provincia de Antabamba – Apurímac
Fecha
2024
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Universidad Antonio Ruiz de Montoya
Resumen
Esta investigación busca analizar las estrategias didácticas que utiliza el docente para la enseñanza de la lectura y escritura de los estudiantes de segundo grado de primaria en un contexto intercultural bilingüe, posterior a la pandemia, en la provincia de Antabamba – Apurímac. Cuenta con un enfoque cualitativo de tipo etnográfico y de nivel descriptivo. Se aplico la guía de entrevista y el diario pedagógico. Los hallazgos encontrados son: uno, la concepción del docente sobre la enseñanza de la lectura y escritura se fundamenta solo en la teoría, mientras en la práctica se observa la falta de aplicación de dicha teoría; dos, en general, se identificó diversas estrategias didácticas utilizadas por el docente para la enseñanza de la lectura y escritura. A pesar de ello, aún persiste menor uso de estrategias didácticas sobre todo para el primer y último momento del proceso de lectura y escritura. Sin embargo, en el segundo momento si se encontró el uso de estrategias de lectura y escritura, pero estas no son contextualizadas y/o adaptadas; tres, el contexto intercultural bilingüe de los estudiantes no es aprovechado por el docente a pesar de ser el potencial más rico y significativo para poder desarrollar una EIB.
This research seeks to analyze the teaching strategies used by the teacher to teach reading and writing to second grade primary school students in a bilingual intercultural context, post-pandemic, in the province of Antabamba – Apurímac. It has a qualitative approach of an ethnographic type and a descriptive level. The interview guide and the pedagogical diary were applied. The findings found are: one, the teacher's conception of the teaching of reading and writing is based only on theory, while in practice the lack of application of said theory is observed; Two, in general, various didactic strategies used by the teacher to teach reading and writing were identified. Despite this, there is still less use of teaching strategies, especially for the first and last moments of the reading and writing process. However, in the second moment the use of reading and writing strategies was found, but these are not contextualized and/or adapted; Three, the bilingual intercultural context of the students is not taken advantage of by the teacher despite being the richest and most significant potential to be able to develop an IBE.
This research seeks to analyze the teaching strategies used by the teacher to teach reading and writing to second grade primary school students in a bilingual intercultural context, post-pandemic, in the province of Antabamba – Apurímac. It has a qualitative approach of an ethnographic type and a descriptive level. The interview guide and the pedagogical diary were applied. The findings found are: one, the teacher's conception of the teaching of reading and writing is based only on theory, while in practice the lack of application of said theory is observed; Two, in general, various didactic strategies used by the teacher to teach reading and writing were identified. Despite this, there is still less use of teaching strategies, especially for the first and last moments of the reading and writing process. However, in the second moment the use of reading and writing strategies was found, but these are not contextualized and/or adapted; Three, the bilingual intercultural context of the students is not taken advantage of by the teacher despite being the richest and most significant potential to be able to develop an IBE.
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Estrategias educativas, Enseñanza de la escritura, Enseñanza de la lectura, Estudiantes, Educación básica primaria, Educación intercultural bilingüe, Antabamba (Apurímac, Perú : Provincia), Educación
Citación
Surquislla, J. (2024). Estrategias didácticas del docente para la enseñanza de la lectura y escritura de los estudiantes de 2do grado de primaria en un contexto intercultural bilingüe, posterior a la pandemia, en la provincia de Antabamba – Apurímac [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2730