Producción textual para el mejoramiento de las habilidades comunicativas en básica primaria

Abstract

The development of the present investigation arose from the concern of the teachers of the elementary school cycle, around the difficulties that their students initially presented, during the production of written texts. In this sense, the process of inquiry and intervention was oriented, with the main objective of analyzing the incidence of a pedagogical strategy based on experiences of daily life, on the written production of texts in the fifth grade students of the I. E Valparaíso. The methodology was guided by the qualitative approach, using a non-probabilistic sample made up of a total of 21 fifth grade students, with whom a diagnostic test was initially applied to establish performance at the level of production of written texts. narrative and expository. At the end, a new test is applied under similar conditions to establish the evolution of the problem under study. Among the results, the summary of correct answers for the diagnostic test was 28.3%, while during the final test it was 56.6%. Therefore, the positive evolution of student performance was 28.3%. Based on the above data, it was observed that it was during the narrative text production test where the students obtained a greater evolution of their performance, which is reflected in a difference of 8.7%.