El teatro como estrategia didáctica para fortalecer la oralidad en el subnivel básica media, Escuela Primero de Noviembre, Pasaje, 2021-2022

Abstract

The present research work was developed with the objective of determining the incidence of theater as a didactic strategy in the strengthening of orality of the middle basic sublevel of the "Primero de Noviembre" school, located in the city of Pasaje, due to the fact that during the 2021-2022 school period, shortcomings in the oral skills of the students were evidenced. Therefore, for the development of the research, the quantitative-qualitative approach framed in the documentary and field modality was used, which allowed the problem to be studied from various perspectives and in turn supported by similar research carried out in other institutions. The research units are made up of high school teachers and students, from which a sample of 6 teachers and 122 students was obtained, to whom three instruments were applied; the first was an interview guide with 10 open questions addressed to teachers, the second, a structured questionnaire with 12 closed multiple choice questions (survey) to fifth, sixth and seventh grade students, parallels A and B, and the third, an observation guide for the teaching-learning process in the areas of Language and Literature and Cultural and Artistic Education, all in order to learn about the dynamics established in the classroom to strengthen orality. According to the results obtained, the most common problems that affect the strengthening of orality are the inadequate pronunciation of words, the lack of verbal fluency and the insecurity and nervousness when speaking, because, as was verified in the interview with the teacher, emotional factors such as low self-esteem, psychosocial factors such as the fear of being judged for making mistakes, and to a greater extent cognitive factors such as the low level of reading comprehension and the lack of investigative ability, which causes a deficiency in discursive capacity, intervene. In addition, it is evident that the most recurrent didactic strategies used by the teacher to strengthen orality are: exhibition of works, questions and answers and reading of texts aloud, since there is limited knowledge in active didactic strategies that allow the development of verbal skills in students, in the case of theater, all teachers stated that they have heard about it as an opportunity to generate significant learning, however, few have applied it to the classroom. Finally, among the findings, it is also argued that the advantages of using theater as a didactic strategy to strengthen orality are: control of nerves and insecurities, development of cognitive skills such as the argumentative and organizational capacity of ideas, language skills such as pronunciation , vocalization and articulation of sounds, social skills such as empathy and the significant improvement of body language, because theater through play strengthens and stimulates creativity and imagination and increases self-esteem. However, the recognition of these advantages has not encouraged teachers to incorporate theater into recurring planning. So, it is recommended that students who present problems in orality socialize and work together with the teacher in the measures that must be followed to overcome them, that middle school teachers implement active and innovative methodological strategies to motivate the student to participate voluntarily and proactively in strengthening orality and that theater is also considered within curricular planning as a multidisciplinary didactic strategy to enhance learning opportunities and experiences in a meaningful and creative way. For this reason, as a response to the recommendations and the results obtained, a teaching didactic guide has been prepared, which includes activities derived from theater that encourage students to demonstrate their artistic and expressive side, sharing with their classmates and teachers their process of growth, the same one that aims to expose the process by which the teacher is able to apply theater as a methodological strategy in order to strengthen the orality of students through educational, innovative and creative activities.