Maestría en Pedagogía de la Lengua Materna
URI permanente para esta colecciónhttp://hdl.handle.net/11349/14
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Ítem La estrategia del caracol. Una propuesta para mejorar la producción textual a través de la escritura de relatos de experienciaJiménez Cruz, Edison Javier; Montoya Castillo, MarioThis research proposal is qualitative and takes place in an educational institution in the locality Suba of Bogotá, Colombia. This research seeks to strengthen coherence and cohesion through writing experience reports. The target population is eight eleventh grade students of an institution.Ítem La cortesía en la resolución de conflictos en la escuelaOsuna Bermúdez, Roberto; Maldonado García, Miguel ÁngelThe experience “politeness in conflict resolution at school” takes place from reading scholar context in which is shown how students from the 602 from the public school try to solve conflict manifestations through ways that take distance from orality, this is, ways of physical confrontation that do not allow communication. This way we analyze investigation works, also theoretical perspectives whose purpose is examined this problematic. This is intended to respond as promoting the use of verbal and politeness allow conflict resolution among sixth graders. Thus, arises the search for conceptual references related aspects pertaining directly to orality that spread in meaning creation between interactants in oral communication events. On the other hand, methodological referents the researcher is placed into a reality that deserves attention which leads to its description as part of it. As a consequence, it is resorted to action research as a tool to deepen the understanding of pedagogical action against oral aspects in the school context. Analysis and discussion are focus on these two elements. The most important findings of the research show the recognition of forms that allow assertive communication in the communicative contract in daily school life. These affect how to take an active role in conflict resolving at school. Similarly, it is interesting the assumed by listening role in the resolution when a person has a difference with another.Ítem Desarrollo de la argumentación oral en niños del ciclo 2 de la básica primariaOlaya Rondón, Norma Constanza; Moreno Cardozo, Sandra MaritzaThe investigation "Development of oral argumentation in children of cycle 2 of primary school" is a qualitative research work framed in the line of research of Pedagogy of discursive activities in the language of the Master's Degree in Mother Language Pedagogy. It was carried out at the IED Almirante Padilla in the south west of Bogotá, with a group of students from cycle two, with the purpose of generating a didactic strategy that would promote the oral argumentation of third grade boys and girls, based on recognition of discursive elements in the implementation of a didactic sequence. The study was carried out over a period of two years in a public school located in the fifth town of Usme with a population of 35 students of the third grade of elementary school. From an interpretive paradigm, whose action research design, this work allowed to describe the progress of the students, whose objective pointed to the qualification of oral modality through assemblies and a debate that sought to promote oral argumentation in the students in a planned and intentional.Ítem Alfabetización multimodal en la educación inicial desde la experiencia del libro álbumTriviño Arévalo, Brayan; Sánchez Ávila, Nini JohannaThe present research entitled: Multimodal Literacy in Early Education from the Album experience arises from the interest in developing a comprehensive educational process that allows children to recognize and address other languages from which they can understand the cultural environment around them and interact effectively with it. For this reason, an intervention proposal was developed based on the communicative and aesthetic characteristics of the book album, as a particular literary genre. In this way, eight (8) stories were selected from which the same number of workshops were constructed, whose development allowed evidence of how the children appropriated the different languages to interpret and expand the literary experience presented by the author. The research ends with the conclusions that are generated, which highlight the importance of the different elements developed and their impact on the work of teachers.Ítem Una propuesta de lectura inferencial de textos expositivos para ciclo IIOspina Bocanegra, Stefannith; Suárez Reina, Adriana YamileThe research project had as a general objective to contribute to the strengthening of the inferential reading of expository texts in a group of students from primary school (second cycle) at a school located in the South of Bogotá. For this purpose, Graesser, León & Otero (2002), Solé (1992), Sánchez (1993), León (2003) and Jenkinson (1976) were taken as the main references; as well as the qualitative approach; the action research design; and the pedagogic modality of the workshop. As a result, some transformations were generated as in the teacher as in the students, regarding their view of reading, the knowledge of the expository outline and the understanding of four types of inference by means of the ongoing practice developed during the synchronic meetings and the workshops.Ítem La inferencia en la lectura de textos narrativosTorres Rocha, Yina Paola; Baquero Másmela, PedroWork degree, Master of Pedagogy of Mother Language. Process qualitative research, based on the interpretive paradigm and design Research Action (IA). It presents work intended cognitive processes such as inferences from reading narrative texts in a group of first grade students in a district institution, through the design and implementation of educational activities aimed at improving reading comprehension rates, process linked to developing skills, abilities and skills in reading, in this case of inferential reading (on-line), inferences while reading. The principal objective from research was to find students with difficulty to express and develop inferences, now that; this is not a type of analysis that often takes place in the classroom; do not understand the questions asked in the discussions about the narrative that is working, whether images, cartoons or stories.Ítem La argumentación como eje para escribir ensayosMojica Campo, Sergio Luis; Maldonado García, Miguel ÁngelPromote and promote argumentation to bring students closer to the process of producing essays through a series of games and activities permeated in a didactic sequence. It is observed in general terms that these students are unable to structure a discourse with clear arguments where the purpose of the macro-act of language is observedÍtem El aula un punto de encuentro con el libro álbum: una experiencia de promoción de lectura literariaPlazas Tovar, Marta Liliana; Castillo Morales, AlexanderThis research work is developed in the Master's Program in Pedagogy of the Mother Tongue, focused on the pedagogy of literature line, framed in literature and pedagogical practices, in order to strengthen literary reading from the book album for training of literary readers of boys and girls of the second grade of primary school, cycle one, in the Technical Institution Benjamín Herrera IED, Headquarters B, afternoon session. The methodology was established on the hermeneutical paradigm, framed in a qualitative approach from the perspective of the interpretative paradigm with action research design and opted for the modality of intervention through the pedagogical workshop. It concludes on the one hand with the importance of reconstructing evidence of empirical practice, accompanied by the validation of a robust theory for the recognition of its strengths, weaknesses and new perspectives to transform literary practices. On the other hand, recognizes the need for the incorporation of the objectives of literary education: promote literary reading and provide knowledge of the elements around the book album that allow children to grow as readers capable of deploying them to interpret and build meaning , from the implementation of pedagogical workshops.Ítem La lectura, un placer de sentidosOcampo Aranda, Diana Marcela; Valencia Álvarez, Marcela; García Dussán, Éder AlexanderThis research under pedagogy mastery of the mother tongue, shows the process of approaching pleasure reading that children experienced in the transition from two schools in the District of Bogota grade. The child becomes a reader researcher when searching and interprets signs before, during and after reading the authentic texts, these readers tools used in real situations, recurrent in the media environment to unravel the implicit meanings and explores the mean text with the keys that the same text is giving him, in other words, managed to overcome the literal level of textuality and went into the plane where he allowed the inferential work. Therefore, the child reader went from a taxpayer to a star and producer of his own responsibilities, and interested in what sense generation gave him the experiences through which involve all the senses, allowing you to transpose with own production to other texts written language. Our purpose was oriented and based with a socio-semiotics of the act of reading, for which it became necessary for the teachers to reflect critically on their role in the classroom; and implement education and teaching strategies to reorient the role as mediators to transform educational practices.Ítem Al peguntarte ¿me entiendes? Cualificación docente en el diseño de preguntas para instrumentos de evaluación en la comprensión lectoraZárate Hernández, Heidy Geraldine; Borja Orozco, Mirian GlidisThe research called for the qualification of a focal group of teachers of the Colegio Instituto Técnico Industrial Pilot I. E. D associated with students of the fifth grade of elementary school and the development of their reading comprehension. The research work proposed a pedagogical scaffolding around a proposal for understanding, theorizing and conceptualization in the construction of items that constitute the basic unit of any assessment instrument, taking into account methodological strategies such as cooperative work, Evidence Based Model and pedagogical workshop in relation to the teachers participating in the research. In conclusion, the research contributes to the analysis of the questions so that they are considered under a referential, exemplifying and theoretical framework, and in its formulation has strong conceptual elements, considering the item as a pedagogical tool for teachers.Ítem Cognición, metacognición, comprensión : una relación necesaria e incluyenteSotelo Ramírez, Angélica María; Maldonado García, Miguel ÁngelWork Master's degree in Pedagogy of Mother Language. This research is conducted in a District Educational Institution of Bogota-Colombia. It emerges from a reading of the context that identified the prevalence of reading narrative texts and neglect of teaching strategic reading of other texts as academic. Hence, this study has the purpose to qualify the reading comprehension of academic texts in the fourth grade from the use of cognitive and metacognitive strategies. In order to achieve this objective a proposal of educational intervention consisted of the implementation of three teaching sequences, with which students will bring strategic reading of academic texts of Natural Sciences and Social Sciences and promote the construction was designed own school knowledge of the areas mentioned.Ítem La escritura como proceso en la construcción del texto explicativo en grado quintoRomero López, Diana Mireya; Lozano Rodríguez, María IvonethThe fundamental purpose of the present investigation is to re-signify the role of writing in the school context, as well as the strengthening of the explanatory text specifically in primary school. Everything arises from the recognition of writing practices as a recording technique, that is, the mechanical exercise of transcribing concepts, as well as the ignorance and disuse of the explanatory text as a constructor of knowledge that is made possible by conceptual appropriation and which in turn promotes the development of communication skills. From this perspective, the theoretical foundation that contributes to the restructuring of knowledge and actions around writing as a process and the construction of explanatory texts is given, which allowed inscribing writing from the socio-cognitive perspective, from where the presence of an interlocutor and real purpose, as well as the existence of cognitive phases around writing as a social practice, made sense when the classroom project was established as a didactic strategy that enabled the entire writing and cognitive process around real and significant situations for the students.Ítem Los talleres de dramaturgia como resignificación de la escritura creativa en la escuelaGalán Gómez, Jenny Pilar; Rodríguez, Humberto AlexisWith the purpose of contributing to the development of the imagination in the dramatic writing, an intervention’s proposal is formed, it had as goal to promote the creative writing of dramatic texts in an eleventh grade students group of a public school of Bogota. In a certain way, the present document shows the progress of action investigation based on the interpretative paradigm and the qualitative approach that contributed to the improvement of the educational practices in the field of literary pedagogy. Those are part of three stages of intervention, by means of which the students reached to create an own voice, they became aware of their reality and they gave it meaning based on the development of the sensory perception, the creativity and the ability to create collectively. Finally, the present investigation contributed to the pedagogy of the language as long as it was used for the production of the aesthetic texts, which modified the established order of the words through varied language.Ítem Diálogo sobre el libro álbum para favorecer la competencia comunicativa oral en niños de ciclo unoVillamizar Carrasquilla, Laura Andrea; Moreno Cardozo, Sandra MaritzaThe development of oral communication skills has created a constant challenge within the classrooms, given the fundamental role they play in both the academic and social formation of students in the educational context. Therefore, within the framework of the research project Dialogue on the Book Album to Favour the Oral Communicative Competence in Year One Children, the results of a qualitative and interpretive research exercise were collected, which aimed to promote the development of oral communicative competences through the dialogue on the book album with students of Year One of a school in the savannah of Bogotá. For this purpose, authors such as Hymes (1984), Poyatos (1994), Lugarini (1996) and Vilà (2004) are used. This analysis revealed a progressive transformation on the speech and listening of preschool students, from the pedagogical practices of reading the book album. This analysis revealed a progressive transformation on the speech and listening of preschool students, from the pedagogical practices of reading the book album. As a result, the need to promote didactic learning environments that work on oral communication skills is identified.Ítem La narración histórica en las voces de los niñosMartínez Ríos, Adriana; Maldonado García, Miguel ÁngelResearch carried out in the framework of the Master Mother Language Pedagogy arising from the problems evidenced about orality and teaching. Thus it arose the objective of strengthening formal orality and the construction of historical knowledge in children of first grade primary. Consistent with this purpose it was designed and implemented three teaching sequences focused on interaction, dialogic narrative and discourse genres and metacognitive strategies (self-assessment and peer assessment).Ítem Lectura literaria de textos verbo-visuales : una ventana a la experiencia estéticaCárdenas Ibarra, Álvaro; Hernández Arevalo, Jessica Lorena; Sánchez Ávila, Nini JohannaThis master's work exposes the design and implementation of the research entitled Literary Reading of Verbo-Visual Texts: a Window to Aesthetic-Experience. Which was carried out in two private institutions of a confessional nature in the city of Bogotá within the framework of the Maestría en Pedagogía de la Lengua Materna. The purpose of this project was to build a proposal for literary reading mediated by verbo- visual texts in order to achieve the development of the aesthetic experience of the students of 6B of Colegio San Felipe Neri and 901 of Colegio Parroquial San Carlos. Consequently, pedagogical-literary workshops planned under the interpretive paradigm of a qualitative approach, which responds to the action-research design, were formulated and applied. In the findings, it was identified that, due to their particular characteristics, verbo-visual texts enhance the approach to literature after reading the image. Likewise, it is worth highlighting the capacity of pedagogical-literary workshops to adapt to situations such as those experienced during the pandemic and remote education, such as the need to update teachers in the ICT and the LKT to answer the challenges of the school setting.Ítem Sonidos y silencios: desarrollo de la competencia comunicativa oral en niños de preeescolarSalamanca Martínez, Yuly Andrea; Maldonado García, Miguel ÁngelIn the educational process is mediated by interactions Dialogic established between teacher - student and student-student who consolidated the classroom as a communicative setting where is share knowledge, ideas, life experiences, identities through language and other resources involved in the processes of teaching and learning. The objective of this research is to promote the development of oral communicative competence of the children in a way that will promote the Dialogic interactions in preschool. Research takes a qualitative approach of interpretive type returning methods of research - action as the observation data collection of participants, the newspaper field and as didactic and pedagogical workshop. Among the most important results are designated a) the need to transform teaching practices around the oral communicative competence in the preschool thus promoting systematic and continuous education of it, b) the relevance of the pedagogical workshop in the mobilization of the principles of interactions Dialogic for the construction of identities, knowledge and positions toward a particular communicative event.Ítem Relatos orales cotidianos: un análisis del dispositivo pedagógico fuera de la escuela en un grupo de personas de la ciudad de BogotáJerena Piña, María Angélica; Garzón Camacho, Angie Katerine; Baquero Másmela, Pedro; 0000-0002-6142-3387; Baquero Másmela, Pedro [0000-0002-6142-3387]The following investigation is carried out in the city of Bogotá between streets, diagonals, races, avenues and transversals, through 9 subjects named here as: authors of everyday stories, we allow ourselves to approach the understanding of the construction of everyday life from the biographical methodology. narrative, thus putting the following categories into an important dialogue: daily life, orality, performance, daily oral stories and pedagogical device. Giving the possibility then to formulate the question about the daily oral stories and their possibility of acquiring a pedagogical meaning. At the end of our investigation we were able, among several conclusions, to identify the pedagogical device as a mechanism of cultural reproduction that can be found inside and outside the school context, endowing from here to daily life, including teaching work in it, important reflections, learning and knowledge.Ítem Los relatos de experiencia en la cualificación de la escritura en ciclo unoCamargo Rodríguez, Nury; Sarmiento Lozano, Jaime HernandoWriting enables man to communicate to other one and acquire knowledge about the world surround him. Unfortunately, in classrooms, effective changes to enable the comprehension of writing action as a socially assertive and functional process are not reflected yet. These inaccuracies are which have stimulated the construction and development of a research whose aim is to qualify writing of experiential stories in children of cycle one group of a Public Educational Institution. All of this, on the understanding that story is a type of narrative text that complies with particular characteristics that involves both general skills and knowledge obtained by through interaction students that live in their social background. Hence, founded on theoretic proposals such as those of and complemented by the strategies of formative assessment, expectation is projected is that, response to the pedagogical intervention, these young writers will be empowered of the process, and they are able to understand the writing qualification as an effective mechanism both communication and apprehending of their worlds.Ítem El símil y la analogía en la construcción de un discurso formal en el preescolarRomero García, Yolanda; García Dussán, Éder AlexanderThis research was planned with the aim of qualifying the formal speech of explanation in student from 5 years old. This describes a reality where the rhetorical figures of the analogies contribute to said of the student who is the generator and responsible for their learning and who through the teaching company managed to qualify the relationship between previous knowledges the assimilation of new information to describe a reality where the language social practice, is the mediator of linguistic exchanges in the teaching learning process. It researches advance under the methodological parameters of the hermeneutic paradigm, the qualitative method and design of I.A