Análisis de las estrategias metodológicas implementadas por los docentes en el desarrollo del proceso lector y escritor con estudiantes de grados quinto de la Institución Educativa Betlehemitas Brighton Pamplona N.S. II 2016.

Abstract

The teaching of reading and writing It is considered as one of the activities fundamental school in the early school years, starting reading is a fundamental process wherein the oral consistency makes possible interrelation communication with writing which creates a direct connection process in the expression of which is comprise of the acquired information and the level of criticality in new learning processes, Similarly considering the Colombian Ministry of National Education, proponents basic standards of competence which in this case they were determined for language area, stressing that reading-writing processes should be essential for the formation of subjects. But to meet those processes and in relation to reading and writing it is determined and defined who are the teachers who have the autonomy to use and raise the methodological strategies to develop with their students, but taking the reality of research shows that these are implemented in a wrong way when possible the apprehension of reading and writing, therefore the research aims to identify the methodological strategies that teachers use in their classrooms class with children from grades five and analyzed in order to compare the teaching work with theory and practice and achieve according to the needs create a flexible approach that contributes to the improvement of this process. The research methodology is based on a mixed approach and is achieved with the results conclude that the implemented methodologies are not current context.