Diagnóstico de la práctica pedagógica de lectura en los niños 3, 4 y 5 años de edad de la I.E.I. N° 457, Hualatán, Jaén, Cajamarca, 2022.
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Date
2023-04-30
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Abstract
La investigación buscó analizar situaciones contradicciones recurrentes en la práctica pedagógica de lectura en los niños de 3, 4 y 5 años de la I.E.I N° 457, Hualatán, Jaén. El estudio fue descriptivo simple abocado a describir el cómo es la variable en estudio. El registro de información se realizó a través de instrumentos cualitativos como diarios de campo y entrevistas enmarcados en la observación participante. Los resultados comunican que se logró identificar dos situaciones contradictorias recurrentes: (a) tensión entre el juego libre y el cumplir reglas, (b) tensión entre canciones y juegos priorizados como estrategias para incentivar al niño en la lectura. Se concluyó que las situaciones contradictorias identificadas tienen como consecuencia una formación comunicativa del niño asociada con prácticas lúdicas restringidas en sus libertades no transversales. Además, el uso de diarios, entrevistas y las matrices de sistematización facilitaron la caracterización del problema en la práctica pedagógica de lectura.
The research sought to analyze recurrent contradictory situations in the pedagogical practice of reading in children of 3, 4 and 5 years old of the I.E.I N° 457, Hualatán, Jaén. The study was a simple descriptive study aimed at describing the variable under study. The information was recorded through qualitative instruments such as field diaries and interviews framed within the framework of participant observation. The results show that two recurrent contradictory situations were identified: (a) tension between free play and compliance with rules, (b) tension between songs and games prioritized as strategies to encourage children to read. It was concluded that the contradictory situations identified have as a consequence a communicative formation of the child associated with play practices restricted in their non-cross-cutting freedoms. In addition, the use of diaries, interviews and systematization matrices facilitated the characterization of the problem in the pedagogical practice of reading.
The research sought to analyze recurrent contradictory situations in the pedagogical practice of reading in children of 3, 4 and 5 years old of the I.E.I N° 457, Hualatán, Jaén. The study was a simple descriptive study aimed at describing the variable under study. The information was recorded through qualitative instruments such as field diaries and interviews framed within the framework of participant observation. The results show that two recurrent contradictory situations were identified: (a) tension between free play and compliance with rules, (b) tension between songs and games prioritized as strategies to encourage children to read. It was concluded that the contradictory situations identified have as a consequence a communicative formation of the child associated with play practices restricted in their non-cross-cutting freedoms. In addition, the use of diaries, interviews and systematization matrices facilitated the characterization of the problem in the pedagogical practice of reading.
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Diagnóstico, práctica pedagógica, lectura, Diagnosis, pedagogical practice, reading
