Comprensión de textos escritos a través del trabajo colaborativo en la Educación Básica
Comprensión de textos escritos a través del trabajo colaborativo en la Educación Básica
Authors
Torres Reinoso, Daniela
Villagra Bravo, Carolina
Montecinos Herrera, Dyanett
Ponce Godoi, Arlet
Peña Rañileo, Karen
Catalán Montiel, Paz
Villagra Bravo, Carolina
Montecinos Herrera, Dyanett
Ponce Godoi, Arlet
Peña Rañileo, Karen
Catalán Montiel, Paz
Authors
Date
Datos de publicación:
Revista de estudios y experiencias en educación, Vol. 20, N° 43, 455-475, 2021
Keywords
Trabajo colaborativo - Textos discontinuos - Textos multimodales - Habilidades de comprensión lectora
Collections
Abstract
La presente experiencia de innovación pedagógica se centró en el desarrollo de habilidades de comprensión lectora, utilizando textos discontinuos o multimodales a través de la colaboración como estrategia y competencia de aprendizaje entre estudiantes de segundo ciclo de educación básica de la ciudad de Temuco. En ella, se especificaron las diferentes acciones realizadas por cinco futuras profesoras de la carrera de Pedagogía en Educación Básica con Mención de la Universidad Católica de Temuco, las cuales consideraron en sus planificaciones el contexto, las necesidades e intereses de las y los estudiantes de cada curso, a su vez, se detallan las valoraciones de los participantes sobre la experiencia. Finalmente, se sistematizaron los elementos que permitieron impulsar y favorecer la incorporación del trabajo colaborativo y la lectura de diversos textos discontinuos como una práctica habitual en el aula.
This pedagogical innovation experience focused on the development of reading comprehension skills, using discontinuous or multimodal texts through collaboration as a learning strategy and competence among students in the second cycle of elementary education in the city of Temuco. During the pedagogical experience, collaboration was carried out as a learning strategy and proficiency using discontinuous or multimodal texts. This is documented through different actions developed by five student-teachers studying Pedagogy in Primary Education at the Catholic University of Temuco, detailing the participants’ evaluations of the experience. Finally, the elements that encouraged and favored the integration of collaborative work and the reading of different discontinuous texts as a regular practice in the classroom were systematized
This pedagogical innovation experience focused on the development of reading comprehension skills, using discontinuous or multimodal texts through collaboration as a learning strategy and competence among students in the second cycle of elementary education in the city of Temuco. During the pedagogical experience, collaboration was carried out as a learning strategy and proficiency using discontinuous or multimodal texts. This is documented through different actions developed by five student-teachers studying Pedagogy in Primary Education at the Catholic University of Temuco, detailing the participants’ evaluations of the experience. Finally, the elements that encouraged and favored the integration of collaborative work and the reading of different discontinuous texts as a regular practice in the classroom were systematized