Guía didáctica basada en la gamificación para fortalecer el proceso de enseñanza aprendizaje del bloque curricular literatura en cuarto grado de educación general básica

Abstract

This educational study arises from direct observation in classrooms where fourth graders showed little enthusiasm for traditional literary activities. The researchers noticed how children disconnected during conventional lessons, which motivated the search for more effective pedagogical alternatives to revitalize the teaching of the Literature curricular block. The didactic proposal developed intertwines playful elements with academic objectives, transforming what were previously passive sessions into participatory experiences. The authors carefully selected each activity after numerous classroom observations and conversations with experienced teachers, who shared their frustrations with conventional methods. The methodological framework used responds to a naturalistic approach that prioritizes the in-depth understanding of educational dynamics over the simple quantification of results. The researchers spent weeks reviewing recent literature, analyzing publications by Latin American educators who had experimented with similar approaches incomparable contexts. Among the strategies incorporated are dramatic games where students personify literary characters, narrative challenges in teams that encourage both healthy competition and collaboration, and creative projects where the manipulation of physical elements facilitates the assimilation of abstract concepts. Each activity was meticulously evaluated by specialists in early childhood pedagogy, who provided practical suggestions based on their direct experience with children of this specific age. The findings of the study reveal significant transformations in the classroom atmosphere. Teachers who implemented pilot activities reported a notable increase in spontaneous participation, greater retention of fundamental literary concepts, and accelerated development of communication skills essential for this formative level. Particularly notable was the evolution in previously disconnected students, who found in these new dynamics a space to express previously unnoticed capacities. This research represents an effort to reconcile academic rigor with the intrinsically curious and playful nature of children at this formative stage, offering teachers concrete tools that transform literary study into a memorable and effective educational journey.