La literatura infantil en el desarrollo de la competencia lecto-escritural a través de las temáticas curriculares

This degree work named Children's literature in literacy competence development through curricular topics is a research proposal that emerges from the work in the pedagogical practices, specifically in the teaching work, and as a response to the question ¿How does children's literature inf...

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Autores:
Ariza Rivera, Yenifer
Mejía Patiño, Diana Trinidad
Uribe Toro, Sara Janeth
Tipo de recurso:
Fecha de publicación:
2021
Institución:
Universidad de San Buenaventura
Repositorio:
Repositorio USB
Idioma:
spa
OAI Identifier:
oai:bibliotecadigital.usb.edu.co:10819/8350
Acceso en línea:
http://hdl.handle.net/10819/8350
Palabra clave:
Currículo
Lectoescritura
Educación
Pedagogía
Children’s literature
Curriculum
Literacy
Education
Pedagogy
Literatura infantil
Desarrollo educativo
Rights
License
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Description
Summary:This degree work named Children's literature in literacy competence development through curricular topics is a research proposal that emerges from the work in the pedagogical practices, specifically in the teaching work, and as a response to the question ¿How does children's literature influence the development of literacy competence through the curricular topics of teachers in charge of first, second and third grades in elementary school, from three educational institutions in the Aburrá valley? Regarding this approach, there are some theoretical references that support this thesis: Colomer, Cervera, Rubio and the Curricular Guidelines of the National Education Ministry (NEM). In the methodology, it is used the qualitative paradigm through a hermeneutical approach, both are focused on experiential and interpretive aspects; on the other hand, it is performed a non-probabilistic sampling according to the selection of the analysis units, getting as a result 11 teachers of first, second and third grades in elementary education; all of them are from three different public institutions in the Aburrá valley, Antioquia. Finally, in relation with the application of techniques, there were used surveys and interviews, having as a result a set of findings about the importance of implementing children’s literature within the curriculum in the acquisition of reading and writing processes