Producción de relatos autoficcionados en el contexto de la pandemia para fortalecer la lectoescritura en niños de cuarto de básica de una escuela rural

Abstract

This research is a proposal for a didactic sequence to strengthen literacy, through the production of autofictional stories contextualized in times of pandemic. The theoretical approach in this study conceives reading and writing as sociocultural practices, based on the situated practice of teaching. The proposal stems from the need to address the reading and writing limitations of fourth grade children located in a rural environment, as well as to offer a resource to express creativity and emotional situation around the new scenarios. The study considers autofictional stories as a didactic strategy to stimulate written expression and to respond to the current context of students: pandemic, virtuality. Due to the above, the objective of the study, in general, was to understand how a didactic sequence based on the production of self-fictioned stories in the context of the pandemic can strengthen literacy in children in the fourth grade of a rural school. From the methodological point of view, a qualitative, interventionist research was carried out, based on the application of a didactic sequence supported by the theories of: Sensevy's joint action (2007), Brousseau's didactic situations (2007); and, the composition of the didactic sequences of Díaz Barriga (2013). We worked with a convenience sample of 13 students, out of a total of 20, and field diaries were used for data collection, as well as the tests described above. As a first phase, a diagnostic evaluation was carried out to identify the levels of reading comprehension and written production. Then, the didactic sequence was developed and applied to the group, and at the end of its implementation, a final evaluation was applied to identify progress or variations in comprehensive reading and written production. The main conclusion obtained was that the students who participated in the intervention had a considerably better performance with respect to the results obtained in the diagnostic evaluation. These results support the need for a comprehensive approach to the education system to improve children's literacy outcomes during the health emergency.