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
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En el contexto rural del corregimiento de Guaitadó, municipio de Lloró (Chocó), se identificaron debilidades significativas en el desarrollo de la competencia escritural en estudiantes de preescolar a cuarto grado de la Institución Educativa Manuel Rodríguez de Villa Claret. Esta problemática se asocia a la enseñanza tradicional de la escritura, descontextualizada culturalmente y alejada de los intereses del estudiantado. En respuesta, la presente investigación tuvo como objetivo proponer una estrategia didáctica basada en imágenes y la oralidad chocoana para fortalecer el proceso de enseñanza-aprendizaje de la escritura en estos niveles educativos. El estudio se desarrolló bajo un enfoque mixto, con un diseño metodológico secuencial estructurado en cuatro fases: planificación, recolección, análisis e implementación. Se utilizaron técnicas cualitativas y cuantitativas como encuestas, revisión documental y análisis de producciones escritas. La población objeto de estudio incluyó a una docente y 11 estudiantes multigrado. Los resultados evidencian avances significativos en la organización textual, la creatividad y la motivación hacia la escritura. De la misma forma, se fortaleció el vínculo entre la escuela y el patrimonio oral local. Las conclusiones destacan que una estrategia contextualizada, basada en recursos culturales cercanos, puede transformar la percepción de la escritura y mejorar los desempeños académicos en comunidades marginadas.
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.
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.
Palabras clave
Escritura, Oralidad chocoana, Estrategia didáctica, Educación rural, Imágenes, Writing, Chocuana oral tradition, Didactic strategy, Rural education, Images