El Estilo Pragmático en el proceso de Enseñanza Aprendizaje, a partir de la Obra Literaria Sed en el Puerto.

Abstract

The pragmatic style in the teaching-learning process is characterized by emphasizing the practical application of knowledge, relating it to real and relevant situations in students' everyday lives. This approach promotes active, participatory, and contextualized learning, providing students with tools and skills applicable in different scenarios. The pragmatic style in the teaching-learning process, based on the literary work "Sed en el puerto" (Thirst in the Harbor), raises the question: To what extent can the pragmatic approach in the teaching-learning process promote more effective and meaningful education for students? This problematization explores the relationship between the pragmatic style in teaching-learning and its impact on educational quality, using the literary work "Sed en el puerto" as a reference point. By addressing this issue, the aim is to explore how the pragmatic style can provide students with a more practical learning experience, applicable to real-life situations and relevant to their daily lives. Justification: This paper aims to analyze and justify the relevance of the pragmatic approach in the teaching-learning process, using the literary work "Sed en el puerto" as a reference. It is essential to highlight the importance of this justification, as it seeks to demonstrate the need to implement a pragmatic style in education in order to promote comprehensive and meaningful education for students. General Objective: To identify the pragmatic style in the teaching-learning process based on the literary work "Sed en el puerto." Specific Objectives: To diagnose pragmatic learning styles focused on first-year high school students. To develop and implement reading workshops and practices that foster and strengthen students' pragmatic learning style, with the aim of improving their reading comprehension and their ability to apply spelling rules in communicative contexts.