Browsing by Author "Tenelema Chimbo, Mateo Alejandro"

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    La enseñanza aprendizaje de la lectoescritura en segundo y tercero de EGB de la escuela Manuel J. Salcedo desde una mirada constructivista
    (Universidad de Cuenca, 2022-09-09) Pesantez Pesantez, Kasandra Melisa; Tenelema Chimbo, Mateo Alejandro; Verdugo Guamán, María Eugenia
    The following work of innovation is situated in the field of Basic Education, especially in the area of teaching Language and Literature. Its purpose is to design and apply didactic strategies, according to the constructivist paradigm, to enhance the reading and writing process of students in the second and third grades of General Basic Education at the Manuel J. Salcedo School, who present a low level of performance in the teaching and learning process of reading and writing, through didactic strategies based on constructivism, to contribute to the development of the skills corresponding to the area of the Language and Literature curriculum. In this context, it became essential to level skills, because these constitute the basis for subsequent learning, as pointed out by (Martos, 2008), for whom, if the child has total mastery of reading and writing, a large part of his or her learning will have been assured. This research is structured in three chapters, which address the problem of teaching literacy in the second and third grades, in the multigrade school Manuel J. Salcedo, located in the canton of Sígsig. Its development has a quantitative approach with descriptive scope, the design corresponds to a case study, the participants are second and third grade students of the multigrade educational institution Manuel J. Salcedo. The didactic proposal emphasizes the use of the constructivist approach to guide the didactic plan used and leads to reaffirm the importance of considering its principles in the construction of knowledge, after recognizing that not only the physical and emotional capacities of individuals influence the teachinglearning process but also the social, historical and cultural conditions and the importance of the mediating role of the teacher. Finally, it is considered that the didactic proposal developed was successful, because the children overcame the weaknesses diagnosed and reached an acceptable and satisfactory level, and undoubtedly contributed to consolidate the bases so that later learning can be generated on these.