El modelo constructivista en el area de lengua y literatura

Abstract

The Ecuadorian educational system, in its theoretical and philosophical theoretical basis, establishes formal criteria of pedagogical theoretical application, standing out in its reformed curricular model 2016, an essential component that is the constructivist model, whose fundamental base is based on the student's capacity to build and develop their knowledge based on their own construction of ideas, which starts from an experiential and informative base, which is consolidated as knowledge, transcending in this way towards a cognitive process well structured and strengthened. Based on this determinant, the work described in this document, includes a methodological action, supported by the application of the synthetic analytical method, for which the use of field studies, guaranteed and pertinent scientific bibliography was used, with which It was able to obtain relevant information that will be subsequently systematized and ordered, which gives reliability to the results obtained; the type of research is mixed, with a phenomenological characteristic, with an emphasis on descriptive action. With this methodological foundation, a diagnosis was constructed starting from the results obtained in the School of Basic Education "Galo Plaza Lasso", where it was possible to determine the low level of application of the constructivist model, linked to the didactic action in the area of language and Literature, which undoubtedly disassociates current curricular proposals with the teaching management of teachers in this area; Therefore, this diagnosis leads to the proposal to generate training and teacher training workshops, which will allow them to improve their educational management, and undertake actions that lead to the overall improvement of the educational action. The document has a proposal arising from the evidence reflected in the results obtained from the research, which allowed to visualize a serious disarticulation in the application of the constructivist model in the area of language and literature, assuming an objective to achieve that the teachers involve in the actual implementation of this model and that the activities designed respond in a real way to this proposal, by virtue of corresponding to what the Ministry of Education proposes in its curricular design 2016. The construct established for this document, is adjusted to the requirements established in an integrating project, which begins with the identification of the object of study, the theoretical basis structured on the basis of scientific references, in accordance with the proposed theme, by means of which the teacher training and strengthening workshop is proposed, worked from the methodological perspective adjusted the rigorousness that teacher training and strengthening demands. It is undeniable that these processes do not even reach their consolidation, for various reasons, including the educational system and its model, the social perspective, cultural identity, psycho-environmental factors that affect and affect the formation of structures that respond to a social moment and not definitively to a systematic structured process that has its origin in the study of a context and a social reality, which seeks an educational need that responds effectively to their demands and needs