La dramatización como recurso didáctico para el fortalecimiento de las macro-destrezas lingüísticas en estudiantes de tercero de bachillerato del Colegio Nacional “Benigno Malo” de la Ciudad de Cuenca

Abstract

This methodological proposal takes dramatization as a didactic resource for the strengthening of linguistic macro-skills in third-year high school students in the subject of Language and Literature. The macro skills from the curriculum are presented as: language and culture, oral communication, reading, writing and literature, therefore, our contribution directly affects the strengthening of certain essential skills for the correct management of macro skills. It should be noted that the exit profile of a third year high school student indicates that the student must handle communication skills and a critical capacity that allows them to discriminate texts; however, this goal is not always achieved despite the fact that students are often promoted as high school graduates. For this reason, the need arises to look for alternatives that consolidate skills in students. In this framework, it has been seen the need to propose dramatization as a didactic resource, to awaken both group and individual creativity of the student and thus increase the ability to invent, narrate and read to reinforce the knowledge acquired by them. In this way, our methodological guide has been built from the foundations of dramatization and the elements of the curriculum to systematically present a didactic sequence that consolidates learning.