Análisis del enfoque psicopedagógico de la comprensión lectora de José Zamora en los estudiantes del grado 11° del colegio Pablo VI.

Abstract

This research project represents a study enrolled in the qualitative approach of research, a multidisciplinary space that brings together professionals from the most diverse disciplines (sociologists, anthropologists, doctors, nurses, psychologists, social workers, public relations, among others) Salgado (2007 ), intends in principle that the teacher is linked with the different actors that are part of the educational reality in which it operates, and then generate alternatives for change that make it possible to improve the basic educational needs of the students in a specific context, but also seeks that the teacher also undergo a significant change in their pedagogical work, which will directly result in the transformation of that reality. The research involves a sample of twenty eleventh grade students from the Pablo VI School in the city of Valledupar, through which the aim is to analyze the incidence of the incidence of the psychopedagogical approach of José Zamora's reading comprehension as a strategy for the development of the understanding and interpretation of texts in the 11th grade students of the Pablo VI College. For this reason, the works developed throughout the research will be linked to the author's theory and on the processes of comprehensive reading, within which reading-creative strategies are evident, in an interactive context of dialogues and group discussions that they fostered “guided learning” and will stimulate metacognitive planning, supervision and evaluation skills, of which the research teacher and her students were active agents. The research work starts from the diagnosis of the problem, related to the deficiency in the processes of reading comprehension from the critical ability in the students who are part of the sample. Students do not have a rich and broad vocabulary that allows them to interpret the information presented by the texts of the different subjects, creating a marked weakness that hinders comprehension and textual interpretation activities, making it impossible for them to recognize and use key elements of the text such as the micro, macro and superstructure of texts, in addition to reducing the pragmatic aspects that are explicit and explicit in the text. For this reason, an intervention proposal was designed and implemented aimed at promoting the processes of text comprehension. In this way, the effects of the intervention proposal are exposed, which account for a significant investigative experience, since it allows to appreciate valuable progress, on the part of the students, in the different textual typologies. The development of the different strategies and data collection elements allowed us to recognize that reading is an activity that for the vast majority of students is an obligation to pass subjects and guarantee their passage to the next grade, but at the same time, it was appreciated that as long as there is freedom of choice about what is read, there is a positive disposition to reading activity. In the research that is reviewed, the reading of the universal literature classic The Divine Comedy, a reading stipulated in the study plan and reading plan of the Pablo VI School, was taken into account, and that generated in the students many concerns and expectations for the content and the multiple interpretations that can be given to the work. Despite a mandatory reading, thanks to the applied methodology, the enthusiasm for this work was evident, which greatly facilitated the development of the research as it generated questions that required answers that did not simply come from sources of information such as the Web or books. of text, but they came from their own reading experience and their sociocultural context, from their individual and group experiences. Regarding the incidence of the psychopedagogical approach of José Zamora's reading comprehension as a strategy for the development of the understanding and interpretation of texts in the 11th grade students of the Pablo VI School, it is evident that the students were much more interested in his literacy process as a means to access knowledge. The participation and desire to share the reading experience with their classmates was very important and remarkable, they expressed special agreement with reading comprehension techniques such as rereading, recurrent reading, continuous reading, simultaneous reading and imagining the content of the text, Since, for most of them, reading needs to stop being measured by a watch that marks reading excellence, they consider reading to be a process that needs concentration, stimulation and not so restrictive spaces in which they are measured. over time, claiming that not everyone has the same skills or learns the same way. Therefore, it can be expressed that the students were much more receptive to reading, so taking them to interact with each other was an experience that enriched the group and each one of them in particular. Therefore, it can be expressed that the students of showed an important evolution in terms of their disposition in front of the reading, they were able to show their point of view in front of situations raised in the workshops and their attention level increased, allowing an environment flattering for reading comprehension and interpretation. The pedagogical strategies established to strengthen the students' reading processes led to the development of communicative competence, meanwhile, they improved their oral expression, they were willing and open to comment on their reading experience not only from the points established in each reading activity but from their perception of reality and the literary text, they were encouraged to pose different situations from those proposed by the author in his work, very much in accordance with his own conception of the world. Through the iconic mediation technique (Vallés and Vallés, 1996), the students activated their attention in the text, especially those who present more difficulties in becoming aware of the reading process. These icons are attached to the most difficult or important paragraphs. In this sense, the prepared intervention activities had a significant impact, which made it possible for students to approach the texts, not as something compulsory and boring, but as a means to freely express their opinion and to listen to their classmates. Likewise, the empowerment of the creative and writing ability was achieved, the students expressed themselves through written words but also through illustrations about their perception of reading.