Contextualización de la teoría las seis lecturas del autor miguel de Zubiría por medio del texto argumentativo como propuesta pedagógica para incentivar la producción textual en estudiantes de sexto a noveno de bachillerato en la Corporación Trigal Del Norte en modalidad presencial.

Abstract

The following project focuses on the contextualization of the theory of the six readings by the author Miguel de Subiría through the argumentative text as a pedagogical proposal to encourage textual production in students from sixth to ninth of high school and is developed mainly with the support of the directors, teachers and students of the Corporación Trigal del Norte Educational Institution, as well as the constant accompaniment of the practice teachers from the University of Pamplona who made possible the construction and execution of the pedagogical practice work from a qualitative approach. This being the result of a process that takes place in different stages such as observation and in the classroom, the latter being a space where the strengths and difficulties in each of the students of the sixth, seventh, eighth and ninth grades are appreciated. who were the population with whom we worked for that reason, in order to make a deeper sighting through the application of an explorative diagnosis and based on those results where students find difficulties to understand and interpret texts and consequently, it was not possible to argue what was understood, for that reason an improvement plan is elaborated followed by the didactic proposal that seeks to deepen the difficulties that were found to reduce the problem. In accordance with the above, said project is directed based on the theory of the six readings of Miguel de Zubiria to reinforce the problems of textual production, that is why to achieve the above it is necessary that the student learn to interpret the text that he reads while having into account the faces that must be passed, such as: phonetic reading, primary decoding, secondary decoding, tertiary decoding, categorical reading and meta-semantic decoding. In this way, after using this proposal, the test is carried out to compare it with the results of the diagnosis and recognize if the initial objective was met. Finally, a sample of the students of each grade is interviewed to inquire about their position vis-à-vis this teaching and learning process through the evaluation of the work in the classroom carried out by the teacher in training.