Leer y escribir como herramienta epistémica para la comprensión de la literatura en estudiantes de tercero de bachillerato: la generación del 30 en Ecuador

Abstract

This research is focused on reading and writing skills as an epistemic tool which pretends to benefit the comprehension about “La Generación del 30 en Ecuador” in students from Third of Bachillerato at Zoila Aurora Palacios school. This work first, describes and compares the usual planning suggested by the Ministry of Education and the new planning that includes reading and writing practices. Second, it describes the students’ actions in reading and writing through oral participation based on three texts: El cholo que odió la plata, El Guaraguo and Ayoras Falsos. It also includes the writing and peer review of a comment based on these literary works. Finally, it describes the teacher’s action which promoted the students’ participation and knowledge construction. In order to achieve the objectives, this qualitative investigation is action research due to its dynamic and flexible character that also facilitates the pedagogical improvements through the design and implementation of a didactic sequence with reading and writing exercises to learn the literary contents. It is theoretically based on the didactic practices of the language (Lerner, 2001) and on the didactic situation’s theory (Sensevy, 2007; Apolo Catañeda et al., 2012). The data collection was developed through observation, recording the work sessions, and students’ production. Then the data was analyzed through strategies like segmentation, categorization and codification. Among the most interesting results are: 1. From the didactic perspective there were identified differences between the usual planning and the one with reading and writing praxis in aspects like: the subject content, the teacher’s role, the didactic time, and the students’ participation. 2. Two types of contents are observed from the students’ activities in reading and writing, these are: in “action” and “reflection object” 3. The teacher’s actions that promoted the students’ participation and generated their knowledge consisted in defining the didactic game, returning, regulating and institutionalizing. There were also identified two types of students’ actions: interventions to play and the ones to comprehend the game.