Enseñar relatos de terror. El potencial epistémico de la lectura y la escritura en la educación pública

Abstract

In 1996 the Curricular Reform of Basic General Education (EGB) in Ecuador proposed the teaching of language through the development of skills. In turn, the Curriculum Update document in force since 2016 requires that EGB teacher ́s look for methodological options that prioritize learning in context. However, they have been provided as the only tool a teaching text that, contradictorily, still emphasizes conceptual content and is divorced from the educational context. This implies that learning to read and write is impractical. In this context, we wonder how the exercise of writing skills can be associated with the learning of discursive genres if students in rural areas disdain the exercise of these writing skills because they consider them little useful, compared to the possibilities that offers orality. The objective of this work was to identify in what ways the use of reading and writing of the discursive genre Tales of terror as an epistemic tool favored the improvement of the writing of the students of the Eighth of EGB of the School of Basic Education Joaquín Martínez. For this, the design and implementation of a didactic sequence that addressed three characteristic moves of the aforementioned genre was carried out. The results were that the use of orality, new technologies and sequenced intervention activated interesting writing processes and motivated students to produce their own texts.