Maestría en Pedagogía de la Lengua Materna
URI permanente para esta colecciónhttp://hdl.handle.net/11349/14
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Ítem 10 libros en un año. Sistematización de una experiencia de lecturaPaez Vigoya, Doris Adriana; Borja Orozco, Mirian GlidisThe research contains the systematization of the experience "10 libros en un año" to recognize its incidence in the formation of readers of the IED Villas del Progreso. Through oral, audiovisual and written sources, each of the elements that make up the experience became visible and with this, the reconstruction of the facts began. The methodology used corresponds to the qualitative approach based on the design and systematization of experiences. Thus validating both the initial phase and the implementation phase of the project carried out between 2014 and 2018. Finally, it was concluded that the aspects identified in the proposal "10 libros en un año " can represent the basis for the consolidation of an institutional reading program that contributes to the formation of a community of readers made up of parents, teachers and students.Ítem Acercamiento de los estudiantes de grado quinto a la escritura argumentativa desde una perspectiva socioculturalValencia Jara, Diana Marcela; Rodríguez Rodríguez, Humberto AlexisThis document presents the journey that was carried out in the project that arises from the observation of school dynamics about the written language teaching practices, which demonstrates the need to address the teaching of writing from a sociocultural perspective and identify school conflicts as an opportunity to strengthen students' argumentative competencies. In this way, it is proposed as a research purpose to strengthen the processes of argumentation and written production in fifth-grade students from a socio-cultural perspective, targeting the pedagogical intervention efforts towards the construction of opinion columns that address topics of interest and the context of the students. The research project allowed the reflection above pedagogical practices and the need to move towards a socio-cultural perspective of writing education. Thus, the intervention achieves improvements concerning to the construction of an idea about writing as a process and the use of arguments in common life situations and discussions that live both inside and outside the school setting in the students.Ítem La adivinanza en el acercamiento a la lengua escrita en niños de Prejardín.Olave Gómez, Natalia; Maldonado García, Miguel ÁngelThis document named The riddle in the approach to written language in pre-kindergarten children, is about promoting learning to write in an intersubjective way in order to bring children from 4 to 5 years old to the writing system through the use of riddles and language games as part of classroom learning. The interest of this research arises from the teaching and learning traditional practices of the scriptural code in children of the pre-kindergarten level of San Tarsicio school, where is evident of the technical, repetitive and individual exercise in the acquisition of this, without taking into account that writing is a gradual and social process that requires a permanent interaction of a more competent couple for its construction. Regarding the methodology, this research is based on an interpretive paradigm with a qualitative approach and the design of Action research, through the realization of an action project called Playing with riddles. This didactic proposal demonstrates the need to work the intersubjectivity in language acquisition through recreational activities, favoring learning from a sociocultural perspective.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 La alegría de leer, un proceso social en ciclo unoRodríguez Forero, Martha Lucía; Quitián Bernal, Sandra PatriciaWork Master’s degree in Pedagogy of Mother Language. The main objective is the implementation of classroom projects to promote to read in the initial cycle. This Project is developing in a District Educational Institution afternoon, (location 6 Bogotá – Colombia). This research is qualitative approach with an interpretative hermeneutical paradigm and design in action research, because the delimitation of the problem it is the result from the teacher’s practice and searches innovative strategies to guide the formation of readers within the social context of the student and with the implementation of classroom projects where is very important to work the children’s interests and allow the development of the reading process significantly.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 Análisis de las prácticas evaluativas en lectura, escritura y oralidad: un camino hacia la reflexión sobre la evaluación en el aulaCárdenas Aguilar, Esther Julia; Torres Triana, María Fernanda; Pinilla Vásquez, RaquelDegree monograph in which it is proposed to characterize the practices of internal assessment of reading, writing and orality in the subject of Castilian language of cycle III to guide the reflection of teachers and influence the transformation of their evaluative practices . The research was carried out in two moments: in the first, we analyzed records of reading, writing and oral assessment practices in the classroom; In the second, a pedagogical intervention proposal was designed and applied aimed at generating reflection in teachers about authentic, democratic and formative evaluation.Ítem El andamiaje del maestro en el proceso de adquisición de la escritura en niños de transición.López Higuera, Olga Lucía; Lozano Rodríguez, María IvonethResearch conducted within the framework of Masters degree in native language education, from an interpretive paradigm, qualitative approach and Research-Action design. Under a sociocultural perspective, this document analyzes and reflects on the teaching of writing in a public school in Bogotá in kindergarten, where mediation of the teacher is reduced to education without providing individualized assistance to support the process of acquiring the writing as a social practice of communication. To this extent, it is proposed, from the teacher, the construction of a framework that promotes the process in children.Ítem Aprehender a comprender la lecturaDíaz Cortés, Eliana Milena; Segura Acosta, Claudia Patricia; García Dussán, ÉderThe research had, as its main objective, to assess the inferential level of reading argumentative texts with students from fifth grade III cycle of a district school through reading articles of opinion. The starting point was the ethnographic reading done at school, in which gaps in the processes of reading comprehension were showe. Such gaps were reflected in the results of the knowledge tests applied to the students at the time. Once identified and defined the problem, the research question and sub questions were formulated; which led to a horizon to the conceptual and methodological references, to structure the intervention and, in the final stages, to analyze and discuss the results and raise the findings of the investigative process.Ítem Aprendizaje de la escritura como actividad social y metacognitiva con niños de grado primeroArias Granobles, Heblin Nathaly; Vargas Manrique, Pedro JoséThe research work developed in the framework of the Master's Degree in Mother Language Pedagogy, in a private educational institution in Bogotá, with a population of first grade children. This research is focused on reflection and analysis around the learning of writing from the development of metacognitive strategies, which allow students from the collective production of texts regularly and evaluate their process.Ítem El aprendizaje de la escritura en grado primero desde situaciones auténticasRubio Quijano, Juliana; Suárez, Adriana YamileThe experience proposed has the purpose of resignify the writing teaching-learning process in the first grade students. Generating a didactic proposal, which favors the written texts production and recover the great experiences. In that way, there are created mechanisms to make students generate a support net to acquire the code and at the same time they could express their own ideas. The results have been shown during the process and the products generated. This is an innovative experience to the institution because it shows a learning written alternative of writing in primary.Ítem La apropiación del sentido de la escritura desde el preescolar, producción genuina de sentidos y lengua escrita.Gutiérrez Almario, Graciela; García Dussán, ÉderThis investigation evidenced that writing in preschool specially in transition grade is not conceived like that, but what this process is related with the acquisition of the alphabetic code, with traditional practices of codification and also with a fine motor training. In this context the experiences of written language were favoured through the pedagogy by projects, where the structural forms of the children prior to the acquisition of the alphabetic code, accommodating the sense construction, the personal expression and the written production of complete texts indifferent communicative contexts. The methodology employed was oriented from a qualitative focus with the design of systematization of experiences under the model of “the systematization as recuperation of knowledge of the lived experience” of which it was obtained a reflexive contribution in front of the construction of the written language in preschool.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 La argumentación en la comunicación oral, estudio de casoGarcía Rodríguez, Sonia; Chaparro González, Libia Mercedes; García-Dussán, Éder AlexanderThis research proposal is established in a linguistic-discursive line, oral modality, arises within the framework of the Master's Degree in Pedagogy of the Mother Language, in order to analyze the argumentative practices inserted in the formal oral discourse of a group of students of secondary school of the Technical Institution Juan del Corral. That is why it was proposed as an Objective to understand this oral production, to qualify and enrich it. For this purpose an interpretative paradigm, a qualitative method and a collective case study design were implemented.Ítem El artículo de opinión: Un pretexto para cualificar la argumentación escrita en estudiantes de ciclo cincoContreras Ríos, Luz Yanneth; Moreno Cardozo, Sandra MaritzaThe interest of this research work is inserted in the thematic area of discursive activities of the language, with students of eleventh grade, who present difficulties with the writing of argumentative texts and with the lack of recognition of this as a constituent activity of society and culture. It was defined within the interpretive paradigm the qualitative approach; the design of action research whose purpose is for the researcher to reflect on his action and, if necessary, transform it. The didactic sequence was chosen as an intervention strategy, as it promotes different actions according to a goal, for this case the qualification of the writing of argumentative texts, specifically, the opinion piece as a result of the articulation between the knowledge of each category, the educational policies, the interests of the students and the research teacher. The document shows the progress made by some students in the practice of writing as process; the use of different types of arguments such as: exemplification, causality and authority and of the sociocultural approach to writing.Ítem 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 Aveki: la narración en el territorio indígena como espacio para la identidad y la otredadArdila Morales, José Miguel; Sánchez Granados, Segundo Efraín; Montoya Castillo, Mario; 0000-0001-6347-384X; Montoya Castillo, Mario [0000-0001-6347-384X]This project aims at recognize the Ambiká Pijao indigenous community located in Comuneros neighborhood in the locality of Usme where the identity and the otherness set in motion in what is denominated as Speech Circles. The problem we are interested in showing is the worsening of this community’s cosmovision, the collapsing of the territory, the memory and the identity, which origin is linked to forced displacement form their original territory and the contextual change of the knowledge. To re-contextualize their culture, we come up with the podcast to recover their cosmovision by means of narratives, life’s stories, observations and interviews in which we make visible their territory, traditions and knowledge experiences, as well as their identity and otherness construction, the memory preservation and their struggle to maintain themselves in the urban context.Ítem La biblioteca como espacio para la invención de relatosAngulo Espitia, Katherine; García Dussán, ÉderThe research "The library as a space for the invention of stories," whose aim was to promote invention of writing stories for children of 7-12 years old, who are frequent attendees of the Saturday activities of the Library. This effort was supported in own psycholinguistic models of textual production, especially proposals Louise M. Rosenblatt (2002) and Maite Alvarado (2001) strategies, and whose intervention strategy was a sequence of deliberate and participatory workshops, qualified from postures Vasquez (2008) and Alvarado and Pampillo (1988).To solve the stated purpose, was used to design the systematization of experiences, comprising participants as active and gifted subjects about knowledge and practices vital prior to which can produce authentic and creative texts, while the developer acts as mediator incorporating socio-cultural reality to the writing process.The results obtained reveal that the library space is conducive to both the promotion of reading and to strengthen the writing process on aides early age also evidence that the power and the desire to write by children is a skill usually it interrupted due to lack of training, innovative creativity and aesthetic sensibility of the promoters.Ítem La biblioteca, escenario para la construcción de experiencias estéticas desde la lectura del libro álbumTorres Herrera, Deicy Yazmin; Moreno Cardozo, Sandra MaritzaThis qualitative research lies on the line of Educational Research of Literature and in The Emphasis of Literature and Pedagogical Practices, belonging to The Master of Pedagogy in Mother Tongue, it aims to analyse the literary phenomenon in reading practices given in the first cycle of education in general, and reflects on the teaching and learning strategies used in the context of the school library, in particular, the ones that favor or not the teaching of literature as an aesthetic experience, from the reception and interaction of the reader with the album-book. Besides, the fundamental elements that are linked in the way we present and analyze a problem in the discipline mother tongue field are collected, , namely: (i) presentation of the problematic components being faithful to the reality observed; also, the main contributions of the research community around this construct within the educational field; (ii) theoretical studies about the nature of teaching: the reading, literature, aesthetic experience and how the album-book are exposed; (iii) the planning and development of methodological route under the interpretative research paradigm and design action research; (iv), the main findings and results achieved under the teaching strategy of literary workshop are mentioned; and (v), the conclusions and recommendations that interweaves the educational implications of this study.Ítem El booktrailer como estrategia para fortalecer la comprensión lectora en el aulaCorredor Barbosa, Jenny Carolina; Maldonado García, Miguel ÁngelThe central object of this research work is oriented from reading comprehension and its practices in the classroom. Students were found to lack elements of understanding, motivation, and interest when faced with narrative texts such as the novel. Learners find it difficult to effectively understand different textual typologies. For this reason, this work proposed the development of three didactic sequences focused to promote on the integral reading of literary texts from the development of a booktrailer. To achieve the proposed objective, the research was approached from an interpretive paradigm and a qualitative approach where it is recognized that the person builds his knowledge from the interpretation and understanding of reality; the design used was the action research that allows us to understand the teaching task as a continuous improve work. At the end of the intervention, the importance of implementing strategies that help to comprehensive reading as an act of communication between the reader and the text that goes beyond the decoding signs in which the student assumes an active role that allows him to interpret, know,analyze, reflect and propose from what he reads.