Estrategias neurodidácticas para el fomento de la lectura en los estudiantes de quinto año de educación básica de la unidad educativa "Lic. Carlos Vélez Verduga", El Carmen.

Abstract

When the teacher involves the student with neurodidactic strategies, he or she is inevitably implementing a new methodology based on the functioning of the brain and investigating how learning occurs in the child. Hence, the objective of developing the meaning given to fifth-year teachers and students of basic general education in the Educational Unit “Lic. Carlos Vélez Verduga” del Carmen, period 2022-2023 to neurodidactic strategies to promote reading. The methodology considered was from the interpretive paradigm, with a qualitative approach, with field design, descriptive level and was executed with the phenomenological-hermeneutic method. The data collection technique was the interview, and the instrument was an interview script. This instrument was validated by two experts, one in the thematic area and another in the methodological area. To obtain information, the key informants were contacted, specifically, three teachers and three students from the institution and the basic year already named. In the categorization process, the following categories were obtained: Strategies that encourage positive emotions towards reading, approach to reading through preferences and use of technology. As part of the conclusions, in relation to the opinions and based on experiences of teachers and students about neurodidactic strategies to promote reading, they take into account developing various techniques that will strengthen the activities, turning them into creative and encouraging through art., music, dance, theaters, stories, stories, videos, and educational programs producing positive and significant emotions, strengthening the relationship and the love of reading.