La Hermenéutica como herramienta pedagógica para desarrollar la comprensión lectora desde la perspectiva literaria en los grados de Básica Secundaria.

Abstract

In this work, the entire development process in the professional pedagogical practice that has been carried out in the Luis Carlos Galan Sarmiento school educational institute in the city of Cucuta, north of Santander, is directly exposed. Where its purpose is to create a research project and carry out a methodological route entitled "hermeneutics as a pedagogical tool to develop reading comprehension, in the use of literature in the basic secondary grades". To support the previous proposal based on the axis of understanding, a methodological route was created to apply hermeneutics in the aforementioned school, based on the above, it is exemplified and broken down in the realization of different chapters where it is endorsed and explains how the threads are worked on, clarifying that this is a proposal with a qualitative paradigm, thus denoting the characteristics and possible results to be obtained at the end ofsaid process. Within each one of the sections in this work, a descriptive analysis is incorporated to the methodological route, to the observation, to the diagnostic test, to the various workshops carried out, to the playful and practical activities, to the results obtained and to the different instruments that were taken to carry out this work, thus appreciating its definition and position. As a result of the methodological proposal, hermeneutics within classrooms in a practical way, shows that one of the best ways for students to be motivated to carry out research and autonomous learning, is through the interpretation of texts, using hermeneutics. and inferential reading, it should be noted that the students selected in this project were the eighth-grade students, since most of them lack textual comprehension and, as teachers appreciate, it is not an easy classroom to guide. However, through this process of hermeneutic research, it is possible to identify that significant advance in students for learning and doing inferential reading through literary texts