Mediaciones pedagógicas, camino para la comprensión lectora.

Abstract

The integral practice as a modality of degree work, was carried out in the Liceo Nueva Britalia school in the first grade in the city of Bogotá, this institution has classrooms, laboratories and optimal spaces for the good psychomotor and cognitive development of the students. This experience was developed in order to put into practice the knowledge obtained during the course of the race and make an analysis between theory and reality, therefore, techniques such as: observation, dialogues with the teacher, a diagnosis that allowed to know those flaws and skills that the students possessed, for which the planning, field diaries were taken into account as instruments which facilitated to have an order in each intervention and gave space for a approach with the students taking into account the above a classroom project was developed that was aimed at generating reading spaces and improving the understanding of texts, to achieve this, didactic strategies were implemented, active pauses that generated motivation and overcome this difficulty. It is concluded that as an educator in training it was a great challenge to be a new context, but it was possible to have empathy with the children through pedagogical mediations, some aspects learned during the race could be put into practice, in terms of working with children several weaknesses became skills which was evidenced in the activities and final evaluations where the understanding of texts and some writings made by them were taken into account.