Estrategias lúdico pedagógicas para el fortalecimiento del lenguaje oral y escrito en estudiantes de primaria.

Abstract

He present research work recapitulates the strengthening of communicative skills, since these are a set of competencies that each subject possesses and that, as time goes by, they develop and must be fortified to improve the realization of hypotheses, expression of ideas, comprehension, text production and spelling. For this reason, the objective of this study was to propose ludic pedagogical strategies for the strengthening of oral and written language in primary education at the Carlos Pérez Escalante Educational Institution, Santa Isabel de Hungría in the city of Cúcuta, Norte de Santander. The methodology used was a socio-critical epistemological approach, with a qualitative design, under the action research method. The study was directed to 30 third grade students, but specifically to only 8, who became the key informants, because they presented more weaknesses in reading and writing based on the diagnosis made, likewise, the facilitating teacher was given an initial interview in relation to the strategies implemented in the class and another one at the end of the proposal, thus knowing her appreciation of the impact generated. Observation and interview were used as techniques and the instruments applied were the checklist and the recording. According to the results, it is evident that students are motivated to participate in the different strategies addressed, so that most students are aware of their previous knowledge, inference elaboration, oral and written expression, reading comprehension and cooperative work. However, even so, there are still deficiencies in the coherence of writings, spelling and punctuation, as well as in their verbal fluency. In conclusion, it is considered an innovative, efficient and pertinent proposal, thus providing answers to the problem posed at the beginning.