La experiencia de la lectura del grado transición en el colegio Alejandro Gutiérrez Calderón de la sede Cundinamarca.

Abstract

The present investigation was carried out in the Alejandro Gutiérrez Calderón School of the Sede Cundinamarca, where the elaboration of diagnoses and descriptions of pedagogical or educational phenomena is made, which has the purpose of reflecting on the teaching-learning experience of both the teacher and of the student of the transition degree, taking as informants 5 students and the teacher. This work arises from the flaws that appear in most children in reading, for this reason in the following question: What genres the process of teaching and learning to read? Gutiérrez Calderón from the Cundinamarca headquarters? This study describes a qualitative research approach, the phenomenological method in a descriptive way, the technique and instrument implemented for non-participant observation, the semi-structured interview for teaching and the discussion for five students. As a result of the teaching evidence, the creation of a pleasant environment for the students, the media, the interaction between the harmonica and the fun, the textbooks, books, stories, the board and the use of video beam , the striking way of interest at the time of reading. Likewise, it helps to create a reading experience for students, a cognitive attitude where children have attention, concentration and memory generating knowledge and learning. Also, an affective attitude sharing the teaching with their students emotions, love, joy and corporal expressions for the teaching-learning process reader. Likewise, it implements VAK strategies (visual, auditory, kinesthetic) through images with letters, cartoons and videos showing reading with songs. In addition, the teacher uses her voice and body expressions in the teaching-learning process, allowing her students to observe, touch, do body exercises and crafts.