Estrategias pedagógicas para el fortalecimiento del proceso lecto–escritor en las niñas y niños que presentan dificultades de aprendizaje del grado segundo de primaria del Centro Educativo Pedagógico San Martín de Cúcuta, Norte de Santander.

Abstract

This investigation tries to initiate didacticat strategies to contribute to strengthen the learning difficulties, starting from the identification of each learning difficulty of the children in front of their daily academic tasks, to observe the context in wich one is located the educative institution, reflecting its curricular structure in front of this certain weaknesses in problematic. In the process of the design strategies didactic, the need for learning processes to guide the training of teachers is established, so as to encourage the active participation of teachers in order to achieve concrete advances in children in difficulty. The amount of students is 170, each room has an average of 25 students; Two academic days are handled. The morning is the children from First to Fifth and the day of the afternoon are the children from Parrots to Preschool. The type of research used was qualitative the instruments used were: participant observation and interview. The objectives of this investigation are fulfilled following activities that it begins with the participant observation, which consists of the attendance at the school ¨San Martin¨, implementing dynamics, recreational games and teacher orientation exercises, which allow children to detect learning difficulties and lead to a curricular transformation. The development of this study seeks to contribute to the design of didactic strategies focused on children with difficulties, and also seeks to expand the studies carried out on this subject, due to the lack of references in this field.