Incidencia de la Teoría de la Intertextualidad de Julia kristeva, en el desarrollo de competencias de escritura narrativa de estudiantes de grado quinto de Básica Primaria, de la I.E. Rural San Antonio, del resguardo Zenú (Sincelejo).

Abstract

The purpose of this study is to verify the incidence of the theory of intertextuality, by Julia Kristeva, in the pedagogical praxis of Language and Social Sciences, for the development of narrative writing skills, in fifth grade students of elementary school, of the IE Rural San Antonio, in the Resguardo Zenú (Sincelejo), based on the theories on intertext and interdisciplinarity. Of these, the main ideas were taken from Julia Kristeva (1978), Bajtin (1982), Barthes (1988), Foucault (1979), Doležel (1995), Genette (1982), and their relationship with interdisciplinarity, based on the works of Nicolescu (2009), Llano and others (2016), Salinas (2013), Almanares, Marín, and Soto (2017). The methodology was framed in a qualitative approach, design of educational action-research and systematization of experiences, focused on teachers (3) of Spanish Language and students (22). The results showed that the theory of intertextuality affects the way in which teachers develop their interdisciplinary pedagogical praxis, improving the teaching strategies of narrative writing and, in students, how they produce their narrative texts and learn the interrelation of voices within. of the text whose content manifests intertextual elements. It is concluded that the didactic sequences focused on strengthening intertextual and interdisciplinary narrative writing skills have a positive impact on the significant learning of students, referring not only to writing, but to their reality, sociocultural context, and human development.