La comprensión lectora en Educación Básica Alternativa
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Date
2018-05-31
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigación fue la Educación Básica Alternativa brinda servicio a estudiantes, de modo flexible, en
base a los requerimientos de los estudiantes que no accedieron a un estudio regular en el
turno día (EBR), por distintos problemas que pueden ser familiares, laborales, socio –
económicos, de aprendizaje y también violencia social. En su mayoría, son emigrantes de
distintas provincias y que se autosolventan su formación (trabajan de día y estudian en las
noches).
La comprensión de textos es un curso que asume la interpretación de mensajes y la
significación de un texto, otorgándole un sentido coherente al desarrollo de la lectura,
basándose en sus conocimientos previos. La comprensión lectora tiene que ser
significativa para que garantice el logro de aprendizajes. Por otro lado, el docente tiene que
incentivar al alumnado previa a la iniciación del proceso lector, para encontrar mayor
sentido y lo relacione a sus aprendizajes previo. Durante la lectura, el estudiante (el lector)
tiene que hacer uso de una técnica y de recursos metacognitivos para articular el
conocimiento previo y el nuevo conocimiento logrado. Después de leer, los estudiantes y
sus compañeros enfrentan sus propias interpretaciones y construyen el significado del texto
de lectura desde múltiples perspectivas.
The objective of this research work was that Alternative Basic Education provides a service to students, in a flexible way, in based on the requirements of students who did not access a regular study in the day shift (EBR), for different problems that can be family, work, partner - economic, learning and also social violence. Most of them are immigrants from different provinces and that they self-finance their training (they work during the day and study in the nights). Text comprehension is a course that assumes the interpretation of messages and the significance of a text, giving a coherent meaning to the development of reading, based on your prior knowledge. Reading comprehension has to be significant to ensure learning achievement. On the other hand, the teacher has to encourage students prior to the initiation of the reading process, to find more sense and relate it to their previous learning. During the reading, the student (the reader) has to make use of a technique and metacognitive resources to articulate the prior knowledge and newly acquired knowledge. After reading, students and their classmates face their own interpretations and construct the meaning of the text reading from multiple perspectives.
The objective of this research work was that Alternative Basic Education provides a service to students, in a flexible way, in based on the requirements of students who did not access a regular study in the day shift (EBR), for different problems that can be family, work, partner - economic, learning and also social violence. Most of them are immigrants from different provinces and that they self-finance their training (they work during the day and study in the nights). Text comprehension is a course that assumes the interpretation of messages and the significance of a text, giving a coherent meaning to the development of reading, based on your prior knowledge. Reading comprehension has to be significant to ensure learning achievement. On the other hand, the teacher has to encourage students prior to the initiation of the reading process, to find more sense and relate it to their previous learning. During the reading, the student (the reader) has to make use of a technique and metacognitive resources to articulate the prior knowledge and newly acquired knowledge. After reading, students and their classmates face their own interpretations and construct the meaning of the text reading from multiple perspectives.
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Rendimiento académico
Citation
Conga Yauri, S. S. (2019). La comprensión lectora en Educación Básica Alternativa (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.