Desafíos del modelo colombiano pedagógico para las habilidades lectoras en primer grado de la educación básica primaria

• Autores: Chalá Molina, Betty, Pérez Padrón, María Caridad
• Formato: artículo
• Fecha de Publicación: 2020
• Institución: Universidad Nacional del Centro del Perú
• Repositorio: Revista UNCP - Horizonte de la Ciencia
• Lenguaje: español
• OAI Identifier: oai:ojs2.167.114.2.69:article/420
• Enlace del recurso: http://revistas.uncp.edu.pe/index.php/horizontedelaciencia/article/view/420
• Nivel de acceso: acceso abierto

The objective of this article is to investigate the challenges for the development of reading skills in the first cycle in Primary Basic Education. It is based on the characterization of reading skills in Primary Basic Education in Colombia. The methodology applied consisted in the revision of institutional documents, such as the Institutional Educational Project and classroom plans; interviews and surveys to teachers and managers and a pedagogical test to first grade students. The correspondence between the indications of the normative documents and their concretion in the institutional educational projects in Cali was investigated, as well as their implementation and results achieved in the students. The results achieved reveal a contradiction regarding the Colombian educational model on the development of reading skills at the national level and the reality of educational practice; In addition, significant differences were evidenced when the playful activity is introduced.