Historias de vida como herramienta para fortalecer la escritura en el grado cuarto.

Abstract

This research was guided by the principles of the interpretive paradigm, and from a qualitative approach, it opted for action research as a strategy to accommodate the construction of a didactic sequence to be implemented in a District Educational Institution located in the Tunjuelito neighbourhood in Bogotá. It was not only observed lack of the communicative purposes but also poor handling of the structure of the text; inappropriate use of connectors; the absence of threads such as planning, review and wrong use of punctuation marks, among others. But, above all, a decontextualized writing, far from their interest, needs and the process of self – evaluation and co-evaluatiion. It allowed to recognize the design, organization and planning of the teaching-learning process around the student’s interests and needs as responsible actors of their own process with the purpose of Increasing the knowledge about narrative texts.