La competencia interpretativa en los estudiantes de grado sexto: opciones para mejorar su desarrollo en el contexto de la clase de lengua castellana

Abstract

This investigation takes part of the critical thought about the interpretative competence of the Spanish language in the context of a sixth grade class. The official documents inquire into the components that constitute the interpretative competence of the Spanish language and it searches to determine in what way these constructions are present or not in the plans for the sixth grade class in a school from the rural zone of Funza (Cundinamarca).

The investigative concern has a critical component by doing the analysis of development of the concept of the interpretative competence in the educational policies of Colombia, and the role the teachers take a part of by leading and self-managing curricular proposals. The teaching of the Spanish language has been marked by guidelines strictly structural of the speech. Nowadays, the communicative expectations of the students are different, for this reason it is necessary to look over and lay out proposals that are more adjusted to the actual communicative realities that define focus of the dialogue.

The qualitative research has abled the access to the particular structures and meanings of the institutional context of the classroom. The flexible nature allowed the adjustment of the design of the necessities of the investigation, where the analysis of the content favored to establish the variables for interpreting and identifying the competences referred to the language involved in each of the variables. These became a starter point for doing the analysis of the curricular plans of sixth grade; by the component of capturing meanings