Aplicación de la teoría de las seis lecturas como estrategia para el fortalecimiento de comprensión e interpretación de textos en los estudiantes de básica y media de la Institución José Eustasio Rivera en modalidad de alternancia.

Abstract

This project is the result of a pedagogical proposal carried out at the José Eustasio Rivera educational institution aimed at strengthening the reading and writing processes since in the academic field it is recurrent to address certain texts such as narrative, expository or argumentative, among others. Over time, other typologies have appeared that have particular forms of reading and writing and that in one way or another seek to contribute to the teaching learning process, these texts are known as discontinuous texts, such as: images, graphics, infographics, brochures, comics, among others. The methodology that is implemented was qualitative with an action-research approach, with a population participating in grades 6 and 11 of basic and medium, in which guides and activities were developed that allow the development of different tasks and with the objective of The creation of new discontinuous texts by the students is essential, this in order to improve the level of textual comprehension through alternatives or different strategies that allows the student to assume a critical and reflective stance on everyday matters in their social environment. In conclusion, taking into account the theory of the six readings by Miguel de Zubirìa as a necessary tool to improve the literal, inferential and critical level of students, it can be said that students are expected to significantly improve the levels of comprehension of texts starting from of a different textual typology.