La lectura como Estrategia para el Desarrollo Socioafectivo en Niños y Niñas de Ciclo Dos.

Abstract

The draft curriculum reorganization by cycles meant a change in practices and pedagogical discourse, aimed at teachers, parents and families of the educational community, to support the creative construction of ambintes learning that enhance the affection as a pedagogical mediator, with the to facilitate and boost school processes, recognizing the importance of the cognitive, physical and social-emotional creative in the formation of the student. It is a primer made from the teaching practice as a conceptual, methodological and didactic tool, which opens possibilities for institutional actors are actively linked to delegated purpose of building collective proposals to implement learning environments in the context of the RRC, for validate the affection as a pedagogical mediator, offer opportunities for reflection and dialogue on various scenarios of school contexts together to transform teaching practices, promote the integral formation of children and young people, warm and friendly environment that will enable the construction of knowledge and turning the school into a space with meaning, where both personal recognition as social help to rediscover the taste for teaching, the joy of learning and the art of living with the other, and affection.