Estrategias de animación lectora para la intelección de textos literarios.

Abstract

Education poses challenges so that reading animation strategies are used in the teaching-learning processes for the intellection of literary texts. Students must be involved in understanding them, because in their training process they need to have elements that allow them to understand the educational context. The research is oriented to the promotion of reading, through the animation for the intellection of literary texts in students of 8th basic year of the Juan Montalvo Fiscomisional Educational Unit. In our academic context, students have little reading habit, which leads to them not having the information and knowledge necessary for their formative development. A diagnosis on reading animation for the intellection of literary texts in apprentices is presented. Also, practical scenarios and didactic elements of the reading animation strategies that are used for the interpretation of literary texts are determined. The study addressed the theory of Authors, which are Jean Piaget, David Ausubel, Jerome Bruner, Lev S. Vigotsky, with the theory of constructivism. It is a work with a pure qualitative approach, with a level of descriptive interpretation that highlights the interaction between the reading and the students. The deductive, inductive, synthetic and bibliographical methods were used in the research construction process. In addition, the interview techniques applied to the teacher and the student survey were used. It is concluded that the students carry out simple reading and to their liking, having little inclination towards literary texts.