Estrategias didácticas centradas en el arte para el fortalecimiento de la competencia lingüística en educación primaria.

Abstract

Didactic strategies are a fundamental main idea in the teaching and learning process, since they allow learning in a meaningful way, which is why, by implementing didactic strategies such as art (painting and music), the strengthening of linguistic competencies in elementary education can be achieved. The objective of this study was to propose didactic strategies focused on art for the strengthening of language skills in second grade students of Primero de Mayo school, implementing the theories of Howard Garner (1983) "musical and spatial intelligence", Eugenio Coseriu (1967) "linguistic knowledge" and David Ausubel (1963) "meaningful learning"; using as methodology the qualitative approach with an action-pedagogical research method, applying the techniques of observation, survey and interview, with the instruments of recordings, questionnaire and checklist, having as key informants eight (8) students, then, to respond to the objectives, the proposal "singing and painting we are reaching our goal" was created, which is composed of seven activities to strengthen language skills, Finally, the proposal was applied in the second grade of that school, as a result, it was evidenced that most of the children presented deficiencies in some of the elocutive, idiomatic or expressive knowledge proposed by Coseriu, but as the didactic strategies of painting and music were implemented, a good performance in the linguistic competences was evidenced. In conclusion, it was demonstrated that the students were motivated to learn when implementing art during the classes, likewise, different intelligences such as musical and spatial intelligence were stimulated, leading them to a meaningful learning.