"Describiendo estoy, comprendiendo voy" : una propuesta didáctica para el desarrollo de la competencia semántica desde la comprensión de lectura en secuencias textuales descriptivas multimodales

Abstract

"The Semantic Competence, as a fundamental aspect in the development of communication skills, refers to the construction of meanings in the relationship between text and context. That is why such competence is configured as a fundamental element in the strengthening of reading comprehension, since it contributes to the construction of meaning in the process of interpretation. From the teaching practice, the shortcomings the students manifest in different ways about the Semantic Competence have been evidenced either in their daily lives, in their interactions, in their academic performance and, in general, in their way of seeing the world. In concordance with this, this research project starts with the purpose of not only identifying this problem as a generalized factor in the school period, but also proposing, through the design of a course of action, an intervention towards the improvement of learning in the semantic field, specifically in the retrieval of explicit and implicit information from the content of the text. For the case in hand, the research and intervention were carried out on third grade students of Institución Educativa República de Honduras, located in Santa Cruz la Rosa neighborhood, Medellin. Consequently, it was necessary, besides identifying the problem, designing an initial Saber test type evaluation, in order to recognize, concisely, their level of interpretation. Therefore, the general objective of this research is to strengthen the Saber test Semantic component, through the design and implementation of strategies, and with the implementation of the didactic sequence ""I am describing, I am understanding"", so that in the end or at a certain time determined to apply the evaluation instruments again, we could see a different interpretation of texts from the one obtained by students at the beginning of the process. Regarding the methodological design, the research was based on the qualitative approach within the Educational Action Research strategy, with which it was possible to demonstrate, among other aspects, a gradual process of strengthening of the level of literal and inferential comprehension, especially when the texts are linked to the social reality of the student."