La dramatización en el desarrollo sociocomunicacional en estudiantes de noveno año, "Unidad Educativa Ciudad de Machala", periodo 2023-2024.

Abstract

The present research work entitled Dramatization in the socio-communicative development of ninth year students in the educational unit City of Machala, period 2023-2024, is oriented to the search and analysis of information on dramatization in socio-communicative development, because at present in the classroom the participation of students is not encouraged and this is reflected in the lack of skills they have to communicate when presenting themselves to society. In order to determine the impact of dramatisation in the socio-communicative development of ninth year students, educational unit Ciudad de Machala, period 2023- 2024. The methodology of this approach is quantitative and qualitative, by virtue of the analysis carried out through scientific journals, using interviews and surveys as data collection techniques. In the first one, 5 teachers were interviewed through open questions, then 99 students were surveyed in which the survey of closed questions was applied. As a result, the respective tabulations were made in the statistical tables and as far as the type of research is concerned, it is of a documentary and field nature. The results obtained on the basis of the instruments applied showed that students do not participate in cooperative group practices or oral presentations and therefore have a low level of socio-emotional development. In the context, it was identified that teachers do not use strategies such as dramatization for the development of creativity, which limits their ability to implement it during class hours. In summary, the difficulties to be able to develop dramatization in the classroom are limited due to this a proposal has been developed Video tutorial for the design and implementation of dramatization as a didactic strategy for socio-communicative development in ninth year students of the educational unit Ciudad de Machala. In which you will learn about the definition, characteristics, elements, methodological process and the application of dramatization within the educational environment for a more dynamic education. In conclusion, drama is an essential strategy for developing empathy, active listening, cooperation and emotional expression because it allows students to put themselves in the place of others by understanding that their perspectives and reality are different. By participating in drama classes, students develop active listening skills because they must pay attention to their peers in order to construct a coherent and effective story. In addition, drama promotes collaboration because students must work together to create and perform scenes, which helps to increase the sense of community and collaboration in the classroom.