Implementación del enfoque cassany por medio de estrategias didácticas para el desarrollo de la escritura en estudiantes de segundo grado del Colegio Niña María.

Abstract

The objective of the research was to analyze the development of writing in second grade students of the Niña María school with the implementation of the Cassany approach through didactic strategies; therefore, the development of these strategies was addressed under the name "my first written book: growing as a writer", implementing Casanny's theoretical components in the textual structures such as the news, the recipe, the story and the comic, in coherence with Basic Learning Rights. The degree project was developed under a methodology from the interpretive paradigm with a qualitative approach and design based on pedagogical action research, it was applied to 31 students, including boys and girls in second grade, in each activity 5 students were interviewed for assessment. qualitative evaluation of each session and the students were evaluated after the development of the pedagogical proposal. The results of the diagnosis generally revealed deficiencies in the proposed categories of the writing model in terms of planning, extension, revision reading, general revision of the text, attention and concentration, to a lesser degree in relation to the cleanliness and originality of the text. , within the framework of the implementation, categories were obtained that valued the experience in terms of complexity, the positive assessment of the strategies, the competence in process and significant learning. The results of the final evaluation showed that in all the evaluated items the group presented improvement. Therefore, it was concluded that the didactic strategies based on the Cassany model were relevant and coherent given the improvement that the group of students had.