Estrategia didáctica basada en imágenes y narrativas orales chocoanas para fortalecimiento de la escritura en estudiantes de la sede Guaitadó, Institución Educativa Manuel Rodríguez de Villa Claret, Lloró – Chocó

Abstract

In the rural context of the Guaitadó district, municipality of Lloró (Chocó), significant weaknesses were identified in the development of writing skills among preschool to fourth-grade students at the Manuel Rodríguez de Villa Claret Educational Institution. This issue is associated with traditional writing instruction, which is culturally decontextualized and disconnected from students’ interests. In response, this research aimed to propose a didactic strategy based on images and Chocuana oral tradition to strengthen the teaching-learning process of writing at these educational levels. The study was developed under a mixed-methods approach, with a sequential methodological design structured into four phases: planning, data collection, analysis, and implementation. Qualitative and quantitative techniques such as surveys, document review, and written text analysis were employed. The target population included one teacher and eleven multigrade students. The results show significant progress in text organization, creativity, and student motivation towards writing. Likewise, the connection between the school and the local oral heritage was strengthened. The conclusions emphasize that a contextualized strategy, based on culturally relevant resources, can transform students’ perception of writing and improve academic performance in marginalized communities.