Estrategias didácticas para el aprendizaje significativo de la lengua y literatura en quinto año de educación básica. Estudio de caso

Abstract

The present investigation has as a problem the learning of Language and Literature, due to the teachers do not use a variety of didactic strategies in the area, because they are repetitive and incomplete and do not contribute to the significant learning of the students and the active participation of the whole group. Therefore, its objective is to analyze the didactic strategies that favor meaningful learning in the area of Language and Literature of fifth-year of BGE students from an educational institution in the Metropolitan District of Quito during the 2022-2023 school period. The methodology has a qualitative approach whose methodological design was a case study for which were used the techniques of participant observation and semi-structured interview, for the first one it was used the instrument of the field diary and in the second the script of questions. The results are divided into three categories, the first with respect to significant learning, teachers know the conceptions of the concept and put the student as the principal axis of the educational process; the second shows that Language and Literature allows the development of linguistic skills and third, it is important that there is variation in the application of didactic strategies. The findings show that the importance of learning Language and Literature lies in the fact that the skills and competencies lay the bases of communication for the development of other skills. In conclusion, the application of didactic strategies is important for meaningful learning, because it can make the educational process dynamic.