Examinando por Autor "Hernández Arredondo, Liliana María"
Mostrando 1 - 1 de 1
Resultados por página
Opciones de ordenación
- ÍtemLeer y escribir, experiencias lúdicas para la vida(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Agudelo Garzón, Alexander; Hernández Arredondo, Liliana María; Sáchica Cepeda, Leidy CristinaIn a constant changing world, with serious problems of a social and environmental nature, we need people with creative thinking, divergent (multiple intelligences) and reflective, capable of understanding, ordering and recreating the phenomena of everyday life. However, reality leads us to recognize that school, historically, has been based on behavioral pedagogical practices that still frame the curriculum in the convergent figure of the teaching teacher and the passive student. It is imperative to change these practices, and for this, the new educational trends based on theories of recognized authors, are the axis on which we must advance in this purpose. This work puts all the attention in the reading and writing process, since knowing how to read and write are the forms of access to knowledge and culture. In the experience as teachers of Castilian language, it has been seen how one of the main educational problems is the lack of interest of young people in reading and writing. Apathy is evident in them when doing spontaneous or directed writing, as well as taking responsibility for the necessary readings in the course and those that are for personal enjoyment. Throughout this work are contributed reflections, proposals and significant encounters, framed in the ludic and the enjoyment of reading and writing in the different members of the educational community, which favor socialization processes from the interlocution that occurs before, during and after reading, through a playful project in the classroom (sometimes involving the entire educational community), with a pedagogical practice and activities aimed at promoting dynamic learning environments (playful), comprehensive, active and strategic, framed in the development of communication skills and that are made progressively from Garden to eleven, so that students become competent. By way of conclusion, the students' response to the proposed play activities is highlighted, where each one participated actively and also achieved optimal results in the literacy, comprehension and text analysis processes.