Publicación:

Ambientes de aprendizaje basados en estrategias emocionales para potenciar la lectura y la escritura

Resumen

This research work aims to implement and evaluate the impact of some learning environments based on emotional strategies to enhance reading and writing in fourth grade students of the Juan Lozano y Lozano School in the city of Bogota. The research was carried out under the qualitative paradigm, with an interpretive hermeneutic approach. The design was assumed from the methodology of the action research and allowed to create different spaces to approach reading and writing from affective and emotional situations that managed to awaken interest in a significant way and favorably influence its strengthening. The proposal is structured in five phases that allowed the achievement of the proposed objectives, having an important impact on the educational community, because it was possible to evidence a significant advance in the written reading process, in the handling of students' emotions and in school coexistence, which generated a positive change in attitudes, empathy and in the perception of parents and teachers. The hypothesis was proven, exceeding expectations and transforming the dynamics in the educational community. This generated reading habits associated with situations based on free reading and a greater motivation in the communicative intention when writing.