Situaciones didácticas para la comprensión lectora de cuentos de terror en entornos virtuales para primero de bachillerato

Abstract

Reading has ceased to be seen as a mere sign interpretation activity to become a macro skill where the reader interacts with the text, and therefore, thought and language. Although the teaching of reading is one of the primary objectives of any educational activity, teaching activity, in most cases, does not give adequate treatment to facilitate and benefit their learning. We ask ourselves then, in what way can teachers motivate their students, as a result of their curriculum, to read literary works? This work aims to propose didactic situations for the reading comprehension of horror stories in virtual environments for the first year of high school. For the design and application of our model, we use the theory of Didactic Situations proposed by Brousseau (2007), who suggests four moments to take into consideration during the class -action, formulation, validation and institutionalization-. Our intervention group was made up of 8 students from the Salesian Agronomic Educational Unit -located in the city of Paute- with whom, in a period of 3 hours of class, we used various virtual resources to read three horror stories: The new catacomb, The Monkey's Paw and The Feather Cushion. We do all of this using didactic engineering as a methodology. Finally, it was determined that, for reading and comprehension of texts to be skills developed and acquired by students, teachers must: create optimal teaching-learning environments; and, in addition to this, choose didactic methodologies according to the needs of your work group.