Mediación docente en el desarrollo de la comprensión lectora en un entorno virtual de tercer ciclo de primaria de una Institución privada de Lima
Date
2022-12-14
Journal Title
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Publisher
Pontificia Universidad Católica del Perú
Abstract
La mediación docente para el desarrollo de la comprensión lectora es un tema lleno
de matices en educación y, debido a ello, este ha sido investigado con anterioridad en
contextos regulares. No obstante, la COVID 19 movilizó esta tarea a entornos virtuales
y, considerando las nuevas exigencias del espacio, resulta necesario identificar la
manera en la que el rol docente ha sido adaptado. Por tal razón, esta investigación
pretende analizar la mediación docente en el desarrollo de la comprensión lectora en
un entorno virtual de tercer ciclo. Para tal fin, se plantean los objetivos específicos
identificar la metodología docente para mediar la comprensión lectora a través de un
entorno virtual y describir las estrategias que usa la docente para mediar la
comprensión lectora en un entorno virtual. En cuanto a la metodología, la investigación
responde a un enfoque cualitativo a nivel descriptivo; por lo tanto, las técnicas se
alinean a la entrevista que será contrastada con la observación. Con base en ello, se
diseñan y aplican los instrumentos; así, a partir del análisis de la información recogida
se concluye, y se identifica como principal aporte, que los mediadores de lectura
deben contar con una definición holística de la comprensión lectora, así como ser
conscientes de su labor. De este modo, podrán movilizar las capacidades acordes a
los niveles y definir las estrategias más adecuadas.
Teacher mediation for the development of reading comprehension is a topic full of nuances in education and, because of this, it has been previously investigated in regular contexts. However, Covid 19 mobilized this task to virtual environments and, considering the new demands of the space, it is necessary to identify the way in which the teaching role has been adapted. For this reason, this research aims to analyze teacher mediation in the development of reading comprehension in a virtual environment of the third cycle. To this end, the specific objectives are to identify the teaching methodology to mediate reading comprehension through a virtual environment and to describe the strategies used by the teacher to mediate reading comprehension in a virtual environment. Regarding the methodology, the research responds to a qualitative approach at a descriptive level; therefore, the techniques are aligned to the interview that will be contrasted with observation. Based on this, the instruments are designed and applied; thus, from the analysis of the information collected, it is concluded, and identified as the main contribution, that reading mediators must have a holistic definition of reading comprehension, as well as be aware of their work. In this way, they will be able to mobilize the capacities according to the levels and define the most appropriate strategies.
Teacher mediation for the development of reading comprehension is a topic full of nuances in education and, because of this, it has been previously investigated in regular contexts. However, Covid 19 mobilized this task to virtual environments and, considering the new demands of the space, it is necessary to identify the way in which the teaching role has been adapted. For this reason, this research aims to analyze teacher mediation in the development of reading comprehension in a virtual environment of the third cycle. To this end, the specific objectives are to identify the teaching methodology to mediate reading comprehension through a virtual environment and to describe the strategies used by the teacher to mediate reading comprehension in a virtual environment. Regarding the methodology, the research responds to a qualitative approach at a descriptive level; therefore, the techniques are aligned to the interview that will be contrasted with observation. Based on this, the instruments are designed and applied; thus, from the analysis of the information collected, it is concluded, and identified as the main contribution, that reading mediators must have a holistic definition of reading comprehension, as well as be aware of their work. In this way, they will be able to mobilize the capacities according to the levels and define the most appropriate strategies.
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Keywords
Comprensión de lectura--Estudio y enseñanza (Primaria), Aprendizaje (Educación)--Metodología, Tecnología educativa, Educación primaria--Investigaciones, Educación virtual
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