Estrategias lúdico-pedagógicas para mejorar la lectura y la escritura de los estudiantes de cuarto – quinto de primaria y sexto de las instituciones educativas Estados Unidos de Becerril y Berlín de Ataco / Triana Salinas , Fany Carolina  

Público ISBD Ningún comentario para este registro. Título : Estrategias lúdico-pedagógicas para mejorar la lectura y la escritura de los estudiantes de cuarto – quinto de primaria y sexto de las instituciones educativas Estados Unidos de Becerril y Berlín de Ataco Tipo de documento: documento electrónico Autores: Triana Salinas , Fany Carolina, Autor ; Garizábalo Manjarrés , Tatiana Paola, Autor ; Jiménez Guzmán, Claudia Patricia, Asesor Editorial: Manizales [Colombia] : Universidad de Manizales* Fecha de publicación: 2026 Colección: RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas Subcolección: Maestria en Educación Palabras clave: Educación básica primaria  Lectoescritura  Escuela rural  Inclusión educativa  Prácticas pedagógicas. Resumen: This project is situated in a rural and vulnerable context, where sociocultural and economic conditions present significant challenges to the teaching and learning process of reading and writing for elementary school students. Under these circumstances, the main objective was to analyze and reflect on the implemented pedagogical experiences, centered on participatory and playful strategies and family involvement, in order to improve students' comprehension, interpretation, and text production. The main findings indicate that the adoption of contextualized and creative methodologies, such as metacognitive activities, the use of ICT, and community dialogue spaces, strengthened students' confidence and motivation, promoting more meaningful and emotionally positive learning. Furthermore, it was observed that integrating the cultural and family environment into educational processes fosters the construction of identity and a sense of belonging in children, making reading and writing more relevant in their lives. The systematization process allowed for the identification of achievements and areas for improvement, reaffirming the importance of adapting pedagogical strategies to the specific realities of vulnerable rural communities. Tipo de medio : Computadora En línea: https://ridum.umanizales.edu.co/handle/20.500.12746/8039 Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i Estrategias lúdico-pedagógicas para mejorar la lectura y la escritura de los estudiantes de cuarto – quinto de primaria y sexto de las instituciones educativas Estados Unidos de Becerril y Berlín de Ataco [documento electrónico] / Triana Salinas , Fany Carolina, Autor ; Garizábalo Manjarrés , Tatiana Paola, Autor ; Jiménez Guzmán, Claudia Patricia, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2026. - (RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas. Maestria en Educación) . Palabras clave: Educación básica primaria  Lectoescritura  Escuela rural  Inclusión educativa  Prácticas pedagógicas. Resumen: This project is situated in a rural and vulnerable context, where sociocultural and economic conditions present significant challenges to the teaching and learning process of reading and writing for elementary school students. Under these circumstances, the main objective was to analyze and reflect on the implemented pedagogical experiences, centered on participatory and playful strategies and family involvement, in order to improve students' comprehension, interpretation, and text production. The main findings indicate that the adoption of contextualized and creative methodologies, such as metacognitive activities, the use of ICT, and community dialogue spaces, strengthened students' confidence and motivation, promoting more meaningful and emotionally positive learning. Furthermore, it was observed that integrating the cultural and family environment into educational processes fosters the construction of identity and a sense of belonging in children, making reading and writing more relevant in their lives. The systematization process allowed for the identification of achievements and areas for improvement, reaffirming the importance of adapting pedagogical strategies to the specific realities of vulnerable rural communities. Tipo de medio : Computadora En línea: https://ridum.umanizales.edu.co/handle/20.500.12746/8039 Link: https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

---

1 (1 - 1 / 1) Por página: 25 50 100 200