Bibliographic citations
Porroa, S., Molina, M. (2023). Consecuencias de la educación remota y la comprensión lectora en el 6to de Primaria, I.E. Daniel Estrada Pérez, Cuzco, 2023 [Universidad Nacional de Educación Enrique Guzmán y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/10034
Porroa, S., Molina, M. Consecuencias de la educación remota y la comprensión lectora en el 6to de Primaria, I.E. Daniel Estrada Pérez, Cuzco, 2023 []. PE: Universidad Nacional de Educación Enrique Guzmán y Valle; 2023. https://repositorio.une.edu.pe/handle/20.500.14039/10034
@misc{renati/1022604,
title = "Consecuencias de la educación remota y la comprensión lectora en el 6to de Primaria, I.E. Daniel Estrada Pérez, Cuzco, 2023",
author = "Molina Moreyra, Marlene",
publisher = "Universidad Nacional de Educación Enrique Guzmán y Valle",
year = "2023"
}
This research work was carried out focusing on the challenges of innovating and introducing pedagogical practices of reading and writing in accordance with the new reality caused by the context of the COVID-19 pandemic, which radically altered the routine of all educational systems in the country. and generally paralyzed the in-person activities of all school institutions.It draws our attention that the distancing imposed by the pandemic, in the case of work with reading comprehension, seems to have caused a shift, long desired by educators and little experienced in contemporary times, namely: the role of the school as an instrument Access to more elaborate knowledge must be understood as a mediation within social practice, constituting both the starting point and the end point of education. In addition to what and how, in conditions of remote education, the present and synchronous time is no longer considered to consider different teaching and learning times, taking into account the resources available for student access; the time of each family, considering the availability of an adult to help, guide and accompany the child; the interest, involvement and availability of the students themselves. These are facts that contributed to teachers reflecting on the conditions of production of the practices, seeking to distance themselves from their artificiality. In the case of working with reading comprehension, paradoxically, what was experienced in the context of distancing brought teachers and students closer to one of the essential characteristics of language: reflexivity, that is, the power to refer to oneself, expanding and constituting the autonomy of the producer of the text. This possibility, in turn, brings the subject to the processes of apprehension and elaboration of reading, taking their choices and decisions as the object of attention.
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