Literary center for strengthening the learning of contemporary Colombian literatureAbstract

Authors

DOI:

https://doi.org/10.31948/Rev.unimar/unimar41-2-art3

Keywords:

Literary center, Learning, Contemporary literature

Abstract

The objective of this study was to propose the Literary Interest Center as a playful method for strengthening the meaningful learning of contemporary Colombian literature in students of grade 8A of the I.E. Agropecuario Rosa Jaimes Barrera. Methodologically, the study was located in the post-positivist paradigm, from a qualitative approach, framed in the Participatory Action Research, under the phases: deconstruction, reconstruction and evaluation of the practice. The unit of analysis was constituted by 38 students of grade 8A. For data collection, the survey and observation techniques were used, and the questionnaire, logbook and rubric were used as instruments. The result was that the ludic activities allowed the students to realize the significance of literary learning to strengthen the expression of the language. It is concluded that literary works, the design of collaborative and participatory playful activities, strengthens meaningful learning in students.

Author Biographies

Karen Patricia Watts Rodríguez, Institución Educativa Agropecuaria Rosa Jaimes Barrera

Maestrante en Pedagogía (Universidad Mariana), Licenciada en Educación Básica, Humanidades, Lengua Castellana e Inglés (Corporación Universitaria del Caribe, CECAR); Docente de aula Institución Educativa Agropecuaria Rosa Jaimes Barrera

Mireya Castellanos León, Institución Educativa Agropecuaria Rosa Jaimes Barrera

Castellanos León, Mireya, Maestrante en Pedagogía (Universidad Mariana), Especialista en Lúdica Educativa (Universidad Juan D Castellanos), Licenciada en Ciencias Fisicomatemáticas (Universidad del Magdalena.Docente de aula Institución Educativa Agropecuaria Rosa Jaimes Barrera

References

Ausubel, D. (1961). Significado y Aprendizaje significativo. Psicología Educativa. Un punto de vista cognoscitivo. Editorial Trillas.

Ayala, A. & Arcos, J. (2021). Motivation to read in early childhood. Revista Científica Retos de la Ciencia, 5(e), 42-51. https://doi.org/10.53877/rc.5.e.20210915.04 DOI: https://doi.org/10.53877/rc.5.e.20210915.04

Azúa-Menéndez, M. & Pincay-Parrales, E. (2019). The game: a recreational-educational activity that promotes meaningful learning of basic mathematical operations. Revista Científica Dominio de las Ciencias, 5(1), 377-393. http://dx.doi.org/10.23857/dc.v5i1.1050

Buendía, L., Colás, P., & Hernández, F. (1998). Research methods in psycho-pedagogy. McGraw-Hill.

Chuaqui, L. (2002). The Sociology of Literature or the Sociology of the Novel. Revista Electrónica Diálogos Educativos, 2(3), 14-19.

Delors, J. (1996). Four Pillars of Learning. In Education holds a treasure (pp. 91-103). El Correo de la Unesco.

Domínguez, I., Torres, Y., Rodríguez, L., & Ruiz, M. (2015). Importance of reading and developing the habit of reading in initial formation. Estudios del Desarrollo Social: Cuba y América Latina, 3(1), 94-102.

Echeverry, J. & Gómez, J. (2009). Playfulness as a component of Pedagogy, Culture, Play and the Human Dimension. https://blog.utp.edu.co/areaderecreacionpcdyr/files/2012/07/LO-LUDICO-COMO-

Evans, E. (2010). Methodological guidelines for action research. Ministerio de Educación del Perú.

Hernández, R., Fernández, C., & Baptista, P. (2014). Methodology of research (6.a ed.). McGraw-Hill / Interamericana Editores, S.A. de C.V.

Instituto Colombiano para la Evaluación de la Educación (ICFES). (2020). National Results Report for Colombia - PISA 2018. https://www2.icfes.gov.co/documents/39286/1125661/Informe_nacional_resultados_PISA_2018.pdf/

Isaza, L. (2014). Learning styles: a commitment to student academic performance in higher education. Revista Encuentros, Universidad Autónoma del Caribe, 12(2), 25-34.

Jumbo, G. & Delgado, G. (2019). Playful strategies and their contribution to the meaningful learning of multiplication tables, in fourth-grade students of General Basic Education (EGB) of the Unidad Educativa Dr. Manuel Agustín Cabrera Lozano of the city of Loja. Period 2018-2019. Alternative guidelines [Undergraduate Thesis, Universidad Nacional de Loja]. http://dspace.unl.edu.ec/jspui/handle/123456789/21911

Ministerio de Cultura. (2009). National Reading and Writing Plan: Reading is My Story. https://cerlalc.org/wp-content/uploads/2018/09/33_Plan_Lectura_Cultura_Colombia.pdf

Oñate, V. (2016). Design of a theoretical-practical model for meaningful learning of mathematics in 5th grade students of the Institución Educativa Sagrado Corazón de Jesús in the municipality of San Diego César [Specialization Work, Universidad Nacional Abierta y a Distancia]. UNAD Repository. https://repository.unad.edu.co/handle/10596/30460

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (1990). World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. https://unesdoc.unesco.org/ark:/48223/pf0000127583_spa

Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO). (2022). UNESCO Global Network of Learning Cities. https://www.uil.unesco.org/es/ciudades-del-aprendizaje

Organización para la Cooperación y el Desarrollo Económicos (OCDE). (2019). The OECD work on education and competencies. http://www.oecd.org/education/El-trabajo-de-la-ocde-sobre-educacion-y-competencias.pdf

Pérez, V., Baute, M., & Espinoza, M. (2018). The habit of reading: a necessity that cannot be postponed in the student of Sciences of Education. Universidad y Sociedad, 10(3), 180-189. https://doi.org/10.17981/cultedusoc.10.1.2019.12 DOI: https://doi.org/10.17981/cultedusoc.10.1.2019.12

Portafolio. (2019, December 2). Colombia, with the worst score in the OECD in PISA tests. Portafolio. https://www.portafolio.co/economia/colombia-con-la-peor-nota-de-la-ocde-en-pruebas-pisa-536148

Prieto, G. E. & Sánchez, A. P. (2017). Didactics as a scientific and pedagogical discipline. Rastros y Rostros del Saber, 2(1), 41-52.

Restrepo, B. (2011). Classroom research: forms and actors. Revista Educación y Pedagogía, 21(53), 103-112.

Rodríguez, M. L. (2011). The theory of meaningful learning: a review applicable to today's school. IN, Investigació i Innovació Educativa i Socioeducativa, 3(1), 29-50.

Salamanca, S. A. & Vanegas, J. H. (2021). Implementation of a literary and recreational center of interest to encourage the development of reading and writing in the students of the Institución San Francisco IED [Undergraduate Thesis, Universidad Pedagógica Nacional]. Repositorio Institucional UPN. http://hdl.handle.net/20.500.12209/13354.

Sandi, J. C. y Cruz-Alvarado, M. C. (2016). Methodological proposal for teaching and learning to innovate higher education. InterSedes, 17(36) 153-189. https://doi.org/10.15517/isucr.v17i36.27100 DOI: https://doi.org/10.15517/isucr.v17i36.27100

Soto, I. (2007). Promote an interest in and love of reading [Editorial]. Archivos Venezolanos de Puericultura y Pediatría, 70(3), 75.

Taylor, S. J. & Bogdan, R. (1994). Introduction to qualitative research methods. The search for meaning (J. Piatigorsky, Trad.). Ediciones Paidós.

Vallejo, R. & Finol, R. (2009). Triangulation as an analytical procedure for educational research. REDHECS, 7(4), 117-133.

How to Cite

Watts Rodríguez, K. P., & Castellanos León, M. (2023). Literary center for strengthening the learning of contemporary Colombian literatureAbstract. Revista UNIMAR, 41(2), 53–65. https://doi.org/10.31948/Rev.unimar/unimar41-2-art3

Downloads

Download data is not yet available.

Type:

TEXTO

Published

2023-07-31

Issue

Section

Artículos resultado de investigación

Altmetric

QR Code
Article metrics
Abstract views
Galley vies
PDF Views
HTML views
Other views

Some similar items: