Fortalecimiento de la expresión oral y la compresión textual, en un contexto educativo colombiano

This research on settles in the Jorge Eliecer Gaitan Alaya educational institution located in the municipality of Bello Antioquia, where it is planted, from the experiences lived in the pedagogic practices of the researcher, support oral expression and textual understanding of tenth graders. The que...

Full description

Autores:
Aguirre Muriel, Carlos Estiven
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/7904
Acceso en línea:
http://hdl.handle.net/10819/7904
Palabra clave:
Expresión oral
Comprensión textual
Marcadores discursivos
Jóvenes
Oral expression
Text comprehension
Discursive markers
Teenagers
Educación - Colombia
Rights
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Description
Summary:This research on settles in the Jorge Eliecer Gaitan Alaya educational institution located in the municipality of Bello Antioquia, where it is planted, from the experiences lived in the pedagogic practices of the researcher, support oral expression and textual understanding of tenth graders. The question is asked: How to use discursive markers as a teaching tool to promote oral expression and textual understanding in the classroom? with the aim of favoring skills that help students to perform orally in any academiccontext. Among the theoretical foundations are Zorraquino and Portoles (1999), Meneses (2000), Cassany (2006) Zubiria (2013) and Rosa (2001). A qualitative methodology was implemented, with a critical social approach and research desing –teacher action. The phases were: the first is the construction of a written project, second the field work that were 4 workshops with the purpose of identifying, recognizing and applying discursive markers in orality, reading, and writing. Third, the systematization and analysis of the information collected in the workshops, the final report showing the findings and some recommendations on how to integrate discursive markers into the classroom. Finally, it was evident that the recognition and use of discursive markers, as elements necessary to achieve oral expression and textual understanding by students, contributes to the development of skills necessary for the development of academic and socialization processes in the school.