Enfoque pragmático- discursivo de Salvio Martin Menéndez, para la producción textual- narrativa , orientada a la modificabilidad del comportamiento en los estudiantes de la institución Educativa Provincial San José.

Abstract

The main purpose of this research project was the implementation of didactic - pedagogical strategies based on the “Dime” and “Reading routes” approach proposed by Aidan Chambers to strengthen the reading experience, aimed at modifying the inappropriate and transgressive behavior of students of secondary and middle school of the Águeda Gallardo de Villamizar Educational Institution articulated to the different levels of complexity and needs that arise in each degree and social context, which generally prevents the good development of pedagogy and didactics within educational practices for the success of a good Teaching - Learning process in the classroom. The foregoing was based on the results obtained in the application of the initial diagnostic test applied to the students in question. The theoretical foundations are the postulates of Makarenko, A about the discipline and its theories of collectivity and personality education and Pedagogy for chaos, Feuerstein, R on cognitive processes, Lipman, M and cognitive structural modifiability, Zubiría, J and the pedagogy of affection, and Jean Piaget with the theory of cognitive development. The methodology of this research work is of a qualitative type, in which the study of the meanings of human actions and social life is carried out, making reference to participant observation as a central method in qualitative research; In the same way, the initial diagnostic test was used as a data collection instrument where it was possible to identify the flaws in the axis of understanding and textual interpretation, and for the completion of this investigative process the final tests and interviews were applied, in which there was a breakthrough in the strengthening of the reading experience and therefore, in the aforementioned competence, in the same way, the influence of the teacher's performance in training in the student learning process.