Weaving reading and writing in the Spanish language in a Misak indigenous community

design of an intervention strategy

Abstract

This research is focused in a methodological strategy desig, in pedagogical and didactic terms which point to qualify the Spanish reading and writing elementary school students process, from “El Tranal” education institución of Guambia reservation of Silvia-Cauca Municipality. This strategy is conceived as a way to overcome rooted difficulties on unproductive pedagogical practices, which have been prevented the reading and writing process being meaningful and got studens good and positive results. The research was developed from the social-critical principles paradigm; since its not only identifies and analyzes the problem, but also proposes an solution altrnative meaning with this paradigm; as its pint the action method education research allowed teachers to be participate in the entired pedagogical strategy process designing; whose main contributions were reflecting support on their pedagogical practices, since three dimensions: the academic one, reading and writing as subjects articulating axis by assuming it; the professional, by pedagogical practices of real contexted; and the cultural one, for being the Spanish reading and writing a social tool for indigenous community.