Proyecto intercultural para el fortalecimiento de la comprensión lectora en estudiantes indigenas de grado quinto
Cargando...
Fecha
Director de trabajo de grado
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de La Salle. Facultad de Ciencias de la Educación. Licenciatura en Educación Básica Primaria
Altmetric
Código QR
Documentos PDF
Resumen
El presente trabajo de grado tuvo como propósito fortalecer la comprensión lectora de los estudiantes indígenas de grado quinto de la Institución Educativa Indígena San Juan Bosco, ubicada en Leticia, Amazonas. La problemática identificada está asociada a bajos niveles de desempeño en lectura, derivados del aprendizaje del castellano como segunda lengua, la fragmentación entre el currículo oficial y los saberes ancestrales, y la falta de prácticas pedagógicas contextualizadas. Para responder a esta situación, se diseñó e implementó un proyecto de aula intercultural fundamentado en la investigación acción, que integró relatos tradicionales, vocabulario en lengua indígena y la participación de sabedores comunitarios como mediadores culturales. La metodología empleó técnicas cualitativas como diario de campo, entrevistas semiestructuradas, grupos focales y análisis de producciones escritas, lo que permitió comprender en profundidad las experiencias de los estudiantes y valorar el impacto de la intervención. Los resultados muestran avances significativos en la comprensión literal e inferencial, motivación hacia la lectura y fortalecimiento de la identidad cultural; no obstante, persisten dificultades en la comprensión crítica y en la producción escrita en castellano. También se evidenció que la participación de la comunidad indígena genera mayor sentido de pertenencia y facilita la apropiación de los textos cuando estos se relacionan con la cultura propia. El estudio concluye que los proyectos interculturales constituyen una estrategia pertinente para mejorar la comprensión lectora en contextos bilingües e indígenas, siempre que se desarrollen de manera continua, articulada y con materiales bilingües que acompañen el tránsito de la oralidad a la escritura.
This undergraduate research project aimed to strengthen reading comprehension among fifthgrade Indigenous students at the San Juan Bosco Indigenous Educational Institution in Leticia, Amazonas. The identified problem involved low reading performance resulting from learning Spanish as a second language, gaps between the official curriculum and ancestral knowledge, and the limited use of culturally grounded pedagogical practices. To address these challenges, an intercultural classroom project was designed and implemented using an action research approach. The intervention integrated traditional Indigenous narratives, vocabulary in native languages, and the participation of community knowledge keepers as cultural mediators. The methodology included qualitative techniques such as field diaries, semi-structured interviews, focus groups, and analysis of students’ written productions. These instruments allowed for an in-depth understanding of students’ learning processes and provided evidence of the project’s impact. Findings show meaningful progress in literal and inferential comprehension, increased motivation toward reading, and a strengthened sense of cultural identity. However, difficulties remain in critical comprehension and in the written production of Spanish. The involvement of Indigenous community members proved essential, generating greater student engagement and facilitating understanding when texts were contextualized with cultural references. The study concludes that intercultural projects are an effective pedagogical strategy to improve reading comprehension in bilingual Indigenous contexts, provided they are implemented consistently and supported with bilingual materials that guide the transition from oral tradition to written language.
This undergraduate research project aimed to strengthen reading comprehension among fifthgrade Indigenous students at the San Juan Bosco Indigenous Educational Institution in Leticia, Amazonas. The identified problem involved low reading performance resulting from learning Spanish as a second language, gaps between the official curriculum and ancestral knowledge, and the limited use of culturally grounded pedagogical practices. To address these challenges, an intercultural classroom project was designed and implemented using an action research approach. The intervention integrated traditional Indigenous narratives, vocabulary in native languages, and the participation of community knowledge keepers as cultural mediators. The methodology included qualitative techniques such as field diaries, semi-structured interviews, focus groups, and analysis of students’ written productions. These instruments allowed for an in-depth understanding of students’ learning processes and provided evidence of the project’s impact. Findings show meaningful progress in literal and inferential comprehension, increased motivation toward reading, and a strengthened sense of cultural identity. However, difficulties remain in critical comprehension and in the written production of Spanish. The involvement of Indigenous community members proved essential, generating greater student engagement and facilitating understanding when texts were contextualized with cultural references. The study concludes that intercultural projects are an effective pedagogical strategy to improve reading comprehension in bilingual Indigenous contexts, provided they are implemented consistently and supported with bilingual materials that guide the transition from oral tradition to written language.
Palabras clave
Comprensión lectora, Interculturalidad, Saberes ancestrales, Segunda lengua, Identidad cultural, Investigación acción
Keywords
Reading comprehension, Intercultural education, Ancestral knowledge, Second language, Cultural identity, Action research