Percepción de la gestión académica frente a las prácticas pedagógicas para los procesos de lectoescritura en los grados tercero, cuarto y quinto de primaria de la jornada tarde en el Colegio Marruecos y Molinos I.E.D.

Abstract

This research emerges as a response to the institutional commitment to improving educational quality, particularly in the field of communicative thinking, through the strengthening of literacy processes in primary education levels. Based on the analysis of pedagogical practices and institutional dynamics, areas for improvement were identified related to the development of reading and writing skills. The main objective of this study was to design and implement a SWOT matrix that, when integrated into the curriculum, could serve as a starting point to consolidate these processes, taking into account the specific characteristics of the students and their sociocultural context. With a qualitative approach and a descriptive-explanatory research methodology, the study involved direct work with teachers and students through observation, document analysis, and assessment of the progress of the participating groups. The results highlighted the strengths, opportunities, weaknesses, and threats present in pedagogical practices, as well as the integration of effective tools for literacy instruction. Additionally, the study emphasized the need for regular evaluation and continuous feedback, and the relevance of maintaining an articulated approach among academic disciplines and institutional objectives. This research establishes a precedent for future interventions by proposing a replicable methodological pathway that can strengthen teaching and learning processes not only in the Spanish language area, but across the overall school curriculum.