La comprensión de textos narrativos en el nivel inferencial a partir de la estrategia aprendizaje colaborativo

Abstract

"This work presents a strategy of educational intervention developed with the purpose of strengthening in students of the Third Degree, of three Educational Schools of the Northeast region of Antioquia, their skills in relation to reading comprehension at the inferential level from the approach of narrative texts (fables and stories) through the methodological proposal of Collaborative Learning. The strategy links students, parents and teachers in textual analysis and comprehension activities where pre-knowledge and collective interaction are combined in favor of acquiring new knowledge. To determine the conceptual and methodological actions of the intervention in the four educational centers, the observation of the Knowledge Tests and the Synthetic Index of Educational Quality (ISCE) for the 2014, 2015 and 2016 school years and also the results of the entrance test (pretest). This documentary analysis shows that students manifest difficulties in the interpretation of non-explicit information in written texts, in the understanding of meanings, the identification of main ideas and the author's purposes, factors that influence in there being a greater identification of literal information instead of inferential or critical, impeding significant advances in interpretive competence. The method or type of research is qualitative because it ""involves questions and emerging procedures, data typically collected in the participant environment, analysis of data is constructed inductively from specific topics to general topics, and the performance of the researcher's interpretations of the meaning of the data "". (Adapted from Creswell, 2009). This approach becomes the fundamental instrument to answer the question posed and ratify, once again, that classroom work or outside it, addressed from models or collaborative strategies that link parents, students and teachers, really contribute to the qualification and strengthening of pedagogical processes."