Storytelling auditivo como estrategia didáctica para el fortalecimiento de la producción escrita en los estudiantes de media vocacional.

Abstract

The present work entitled: "Auditory Storytelling as a didactic strategy for the strengthening of written production in vocational middle school students", this research was carried out at the José Eusebio Caro Educational Institution. This research was conducted at the José Eusebio Caro Educational Institution. The general objective of this work is to strengthen the written production of tenth grade students through the didactic strategy Auditory Storytelling in this institution, allowing to capture the attention, motivate and encourage students, in order to promote and improve the processes of textual production through narratives of their real context. To achieve the objective, the present research was executed under the qualitative approach and implementing the dialogic pedagogy as a successful and meaningful way for the students to understand and apprehend the information better, managing to generate in them significant learning from the Spanish language and for their real context, the dialoguesocialization was an appropriate and positive way to work. Medieval literature was used as a key point to develop their productions. On the other hand, information gathering instruments were applied such as the diagnostic test, didactic workshops, texts, Auditory Storytelling and the digital platform where all the students' creations "WIX" were added. 10 This collected information was analyzed from a category (Narratives) that emerged from the identification and description of the problem. Based on the analysis, workshops were created and designed and applied to the tenth grade students. These workshops were based on the basic Spanish language standards proposed by the Ministry of National Education. At the end of the research, the inclusion of dialogue-socialization in the development of the teaching practice is highlighted, to achieve the motivation and participation of students in the classroom and thus motivate the writing of narrative texts. It is also recommended to continue with the design and creation of didactic workshops on writing to be applied in different educational contexts and school grades.