Publicación:

Estrategias didácticas para el desarrollo de la oralidad en niños del grado tercero, de dos instituciones educativas oficiales de Bogotá

Resumen

This research was done in the framework of the Master's Degree in Learning Difficulties, of the Faculty of Education at the Cooperative University of Colombia (UCC), at Bogotá, Colombia; its objective was to analyze the didactic strategies for the development of orality, used by the language teacher, with third grade students from two at Bogotá District Educational Institutions. From there, the aprioristic categories of curricula, learning problems and didactic strategies emerged to guide the research work. Orality also constituted a transversal element that favored social interaction and the construction of learning, addressing the psycholinguistic processes essential to the training process. This study was carried out from the qualitative paradigm, hermeneutic approach and educational ethnographic method, which allowed understanding the school context from different techniques and qualitative research instruments, with a complement of the quantitative paradigm to deep into the interpretation of the object reality. The findings lead that: orality is evidenced in institutional documents, students present learning problems in understanding oral language, and didactic strategies focused on orality are not transversal in the language curriculum and in the pedagogical practice of the teacher. It is concluded that, orality is the central axis in the communicative intention, it allows the construction of learning, being fundamental the role of the teacher in the formative process, from the design of pertinent didactic strategies and coherent with the educational purposes.