Emotions in the reading-writing process of elementary school students.
This article is the result of the experience of the investigative pedagogical practice of deepening, which arises from a problem situation that was identified in said process and became the object of study for the development of the investigation called: “The incidence of emotions in the literacy ac...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14593 |
| _version_ | 1801706747189002240 |
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| author | Riaño Arias, Leidy Julieth Bustamante Parra, Andrea Catalina |
| author_facet | Riaño Arias, Leidy Julieth Bustamante Parra, Andrea Catalina |
| author_sort | Riaño Arias, Leidy Julieth |
| collection | OJS |
| description | This article is the result of the experience of the investigative pedagogical practice of deepening, which arises from a problem situation that was identified in said process and became the object of study for the development of the investigation called: “The incidence of emotions in the literacy acquisition process of elementary school students”. Within the diagnosis, observation activities were carried out in the first-grade classes of the Senderos del Knowledge High School, where some dynamics of the methodology used by the tenured teacher and the performance of the students in virtual mode, in times of pandemic, were identified; which allowed us to focus on analyzing the influence that emotions have on the development of the reading and writing process. In accordance with the above, a theoretical exploration was carried out to give a better look at the exercise in the classroom, the relationship that emotions have in the reading and writing process in the first ages of the student, didactic strategies were proposed that were dynamized in classes to promote these processes. Consequently, the methodological process was proposed from a qualitative research approach with a type of action research, for which eight students were taken as a sample, which allowed the work to be directed towards the findings in tune with the multiplicity of actions in the processes and pedagogical situations, in which students hint at the direct relationship between cognition and emotion. Finally, the results are presented, where it could be shown that the didactic activities related to motivation and significant experiences, generated in the student greater confidence when carrying out reading and writing processes, as well as allowing them to build stories from their creativity. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-14593 |
| institution | Revista Rastros y Rostros del Saber |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-145932022-07-18T19:34:47Z Emotions in the reading-writing process of elementary school students. Las emociones en el proceso de lecto-escritura de los estudiantes de básica primaria. As emoções no processo de leitura-escrita de estudantes do básico elementar. Riaño Arias, Leidy Julieth Bustamante Parra, Andrea Catalina Emociones Lectura Escritura Didáctica Emotions Reading Writing Didactics Emoções Leitura Escrita Didática This article is the result of the experience of the investigative pedagogical practice of deepening, which arises from a problem situation that was identified in said process and became the object of study for the development of the investigation called: “The incidence of emotions in the literacy acquisition process of elementary school students”. Within the diagnosis, observation activities were carried out in the first-grade classes of the Senderos del Knowledge High School, where some dynamics of the methodology used by the tenured teacher and the performance of the students in virtual mode, in times of pandemic, were identified; which allowed us to focus on analyzing the influence that emotions have on the development of the reading and writing process. In accordance with the above, a theoretical exploration was carried out to give a better look at the exercise in the classroom, the relationship that emotions have in the reading and writing process in the first ages of the student, didactic strategies were proposed that were dynamized in classes to promote these processes. Consequently, the methodological process was proposed from a qualitative research approach with a type of action research, for which eight students were taken as a sample, which allowed the work to be directed towards the findings in tune with the multiplicity of actions in the processes and pedagogical situations, in which students hint at the direct relationship between cognition and emotion. Finally, the results are presented, where it could be shown that the didactic activities related to motivation and significant experiences, generated in the student greater confidence when carrying out reading and writing processes, as well as allowing them to build stories from their creativity. El presente artículo es resultado de la experiencia de la práctica pedagógica investigativa de profundización, la cual surge a partir de una situación problémica que se identificó en dicho proceso y se convirtió en el objeto de estudio para el desarrollo de la investigación denominada: “La incidencia de las emociones en el proceso de adquisición en la lectoescritura de estudiantes de básica primaria”. Dentro del diagnóstico se realizaron actividades de observación de las clases de grado primero del Liceo Senderos del Conocimiento, donde se identificaron algunas dinámicas de la metodología empleada por la docente titular y el desempeño de los estudiantes en modalidad virtual, en época de pandemia; lo que permitió centrarse en analizar la influencia que tienen las emociones en cuanto al desarrollo del proceso de lectura y escritura. De acuerdo con lo anterior, se realizó una exploración teórica para dar una mejor mirada al ejercicio en el aula, la relación que tienen las emociones en el proceso de lectura y escritura en las primeras edades del educando, se propusieron estrategias didácticas que se dinamizaron en las clases para favorecer dichos procesos. En consecuencia el proceso metodológico, se planteó desde un enfoque de investigación cualitativa con tipo de investigación acción, para lo cual se tomó como muestra ocho estudiantes, lo que permitió encaminar el trabajo hacia los hallazgos en sintonía con la multiplicidad de acciones en los procesos y situaciones pedagógicas, en las que los estudiantes dejan entrever la relación directa entre la cognición y la emoción. Para finalizar se presentan los resultados, donde se pudo evidenciar que las actividades didácticas relacionadas con la motivación y experiencias significativas, generaron en el estudiante mayor confianza a la hora de realizar procesos de lectura y escritura, así como permitirle desde su creatividad construir historias. Este artigo é resultado da vivência da prática pedagógica investigativa de aprofundamento, que surge a partir de uma situação problema que foi identificada nesse processo e se tornou objeto de estudo para o desenvolvimento da investigação denominada: “A incidência das emoções no letramento processo de aquisição de alunos do ensino fundamental”. No âmbito do diagnóstico, foram realizadas atividades de observação nas turmas do primeiro ano do Liceo Senderos del Conocimiento, onde foram identificadas algumas dinâmicas da metodologia utilizada pelo professor titular e o desempenho dos alunos em modo virtual, em tempos de pandemia; o que nos permitiu focar na análise da influência que as emoções têm no desenvolvimento do processo de leitura e escrita. De acordo com o exposto, foi realizada uma exploração teórica para dar um melhor olhar sobre o exercício em sala de aula, a relação que as emoções têm no processo de leitura e escrita nas primeiras idades do aluno, foram propostas estratégias didáticas que foram dinamizadas. nas aulas para promover esses processos. Consequentemente, o processo metodológico foi proposto a partir de uma abordagem qualitativa de pesquisa com um tipo de pesquisa-ação, para a qual foram tomados oito alunos como amostra, o que permitiu que o trabalho fosse direcionado para os achados em sintonia com a multiplicidade de ações nos processos e situações pedagógicas, nas quais os alunos apontam para a relação direta entre cognição e emoção. Por fim, são apresentados os resultados, onde foi possível evidenciar que as atividades didáticas relacionadas á motivação e experiências significativas geraram no aluno maior confiança na realização de processos de leitura e escrita, além de permitir que construíssem histórias a partir de sua criatividade. Universidad Pedagógica y Tecnológica de Colombia 2022-07-11 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14593 FACES AND FACES OF KNOWLEDGE; Vol. 5 No. 9 (2020): Julio - Diciembre; 40-59 Rastros y Rostros del Saber; Vol. 5 Núm. 9 (2020): Julio - Diciembre; 40-59 FACES ET FACES DE CONNAISSANCE; Vol. 5 No 9 (2020): Julio - Diciembre; 40-59 VOLTI E VOLTI DI CONOSCENZA; V. 5 N. 9 (2020): Julio - Diciembre; 40-59 CARAS E CARAS DO CONHECIMENTO; v. 5 n. 9 (2020): Julio - Diciembre; 40-59 2539-3324 spa https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14593/11930 Derechos de autor 2020 Leidy Julieth Riaño Arias https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | Emociones Lectura Escritura Didáctica Emotions Reading Writing Didactics Emoções Leitura Escrita Didática Riaño Arias, Leidy Julieth Bustamante Parra, Andrea Catalina Emotions in the reading-writing process of elementary school students. |
| title | Emotions in the reading-writing process of elementary school students. |
| title_alt | Las emociones en el proceso de lecto-escritura de los estudiantes de básica primaria. As emoções no processo de leitura-escrita de estudantes do básico elementar. |
| title_full | Emotions in the reading-writing process of elementary school students. |
| title_fullStr | Emotions in the reading-writing process of elementary school students. |
| title_full_unstemmed | Emotions in the reading-writing process of elementary school students. |
| title_short | Emotions in the reading-writing process of elementary school students. |
| title_sort | emotions in the reading writing process of elementary school students |
| topic | Emociones Lectura Escritura Didáctica Emotions Reading Writing Didactics Emoções Leitura Escrita Didática |
| topic_facet | Emociones Lectura Escritura Didáctica Emotions Reading Writing Didactics Emoções Leitura Escrita Didática |
| url | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/14593 |
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