Modelo sociocognitivo, pragmalingüístico y didáctico por el grupo didactext para fortalecer la competencia lecto-escritora mediante el formato de la herramienta didáctica biblia audiovisual en los estudiantes de media vocacional.

Abstract

Writing constitutes an essential element in the development of cognitive skills, where learners appropriate content to externalize it and generate new information (MEN). However, it has been evidenced by carrying out a diagnostic test that vocational high school students at the San Francisco de Sales Educational Institution have difficulties and lack of interest regarding textual production, especially in the creation of descriptive and argumentative texts. For this reason, the present work aims to strengthen reading-writing competence through the format of the audiovisual bible as a didactic tool based on the sociocognitive, pragmalinguistic and didactic model for the production of written texts proposed by the Didactext group. To do this, a qualitative research with a descriptive approach is used that allows analyzing the information collected from the activities and processes in the classroom of 120 tenth grade students. As a result, an improvement is observed in their reading-writing process, especially in the creation of writings that allow the expression and argumentation of their ideas in a creative, clear and concise way through the development of an audiovisual bible.