Bibliographic citations
Apaza, M., (2024). Estrategias Didácticas para Elevar la Motivación Hacia la Lectura en Niños y Niñas del Tercer Grado de Primaria en una Escuela de Zona Rural y Durante el Periodo de Educación Virtual [Asociación Pukllasunchis]. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/106
Apaza, M., Estrategias Didácticas para Elevar la Motivación Hacia la Lectura en Niños y Niñas del Tercer Grado de Primaria en una Escuela de Zona Rural y Durante el Periodo de Educación Virtual []. PE: Asociación Pukllasunchis; 2024. http://repositorio.pukllasunchis.org/xmlui/handle/PUK/106
@misc{renati/816352,
title = "Estrategias Didácticas para Elevar la Motivación Hacia la Lectura en Niños y Niñas del Tercer Grado de Primaria en una Escuela de Zona Rural y Durante el Periodo de Educación Virtual",
author = "Apaza León, María Cleofé",
publisher = "Asociación Pukllasunchis",
year = "2024"
}
Pisi rimayllapi willasayki Kay yawñaqa (tesis) rurakun, yuyaymanapaq imaymana estrategias didácticas, para elevar la motivación hacia la lectura nisqapi, warmi qhari wawakunapi, kinsa ñiqin yachay wasi primariamanta huk zona rural nisqapi, hinallataq educación virtual nisqa pachakunapipas. Yawñaqa sunqunqa tapukunanmi imaynatas irqikuna wiñachinman ñawinchayninta, hinallataq riqsisunman sasachayninta, munayninta chaymantapas, estrategias didácticas nisqapi mayqinkunas allin kanman yachaqkunaq ñawinchaynin allin kananpaq. Yachanchismi imaynatan kay tecnología nisqa irqikunatan munachin allin kayninpaq sunqun ukhupi, chayraykun ima estrategia nisqata aypachisunman, sapakutilla llamk’anapaq llaqta yachaqkunawan kay millay unquy ukhupi, kay tapukuytan rurakuranchis. Kay k’uskiypi llamk’ay qhawarinapaq munayku enfoque cualitativo nisqapi q’imirikunayku, chaypaqmi willakunayku hinallataq maskarinayku. Kay llamk’ayqa tarikun yachaykunaq ukhupi, kimsa ñiqinpi, Cesar Vallejo yachay wasipi anyarate llaqtapi. Chaypaqmi yachaqkunawan, tayta mamakunawan, yachachiqkunawan ima rimarayku, tapurayku, uyarirayku rimasqankuta ima. Kay k’uskiy llamk’aypiqa chayan, kansi aska llamk’aykuna, yachachiqkunaq llamk’ayninmanta hinallataq Wasipi Yachani programa nisqamanta, kay llamkaykunan aswanta irqikunaman yanapanman munayninkuta ñawinchanankupaq. Ichaqa llaqtakunapiqa kay munachiyqa astawan lluqsichin rimanakuyta kay “tradición oral” nisqamanta. Kay rikhuriqtinqa qillqaqa llaqta uhkuman haykun. Chaypin llipinkuq yuyayninta kawsarichin “memoria colectiva” nisqata, hinallataq kuraqkuna irqikunawan munayta kuskanakuspa sunqunkuta qhawarispa puririnku. Chayrakun nisunman kay llamk’ayqa yanapanmi kuraqkunata irqikunata “vínculo intergeneracional” nisqapi. Kay hap’inakuyqa ancha munaymi llaqtakunaq sunqunpi. Chanin rimaykuna: Estrategias didácticas, motivación, lectura, educación virtual sutichasqakuna.
Abstract This thesis was developed with the purpose of reflecting on different didactic strategies used to increase reading motivation in children in third grade of elementary school in a rural school, during the virtual education period. The objective is to identify how to increase reading motivation, to know the difficulties and needs of the students and to explore the most recommendable didactic strategies to increase reading motivation. It is recognized that didactic strategies that address feelings and emotions have a positive influence on children; however, there will be other strategies recommended for frequent work through virtual and/or face-to-face means. The type of research was applied with a qualitative approach, with an exploratory descriptive nature; the population and sample studied consisted of students in the third grade of elementary school at the César Vallejo de Anyarate School. The instruments used were interviews, surveys and testimonies, structured, adapted and contextualized. It is concluded that there are several strategies, from the experience of teachers and the Aprendo en Casa program; these help significantly to raise the motivation for reading; however, in the case of rural areas, the significant motivation arises when reading generates dialogues from the oral tradition; therefore, the text embraces the collective, awakens and revives the culture and encourages the affective accompaniment of adults (connoisseurs), with the children. Therefore, we can infer that the text revives the intergenerational link, so important and precious in the Andean communities. Keywords: Didactic strategies, motivation, reading, virtual education.
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