Didactic sequence to strengthen inferential understanding, through the use of discontinuous texts in students of grade 102 of the I.E. Upper Normal of Neiva

Abstract

The research aims to strengthen inferential understanding, through the use of discontinuous texts. Based on the theories of language and the contributions of Daniel Cassany (2003) in the pedagogy of texts and images in education or discontinuous texts, in the same way his contribution is taken in the levels of reading comprehension; at the inferential level to Fabio Jurado (1995), with the types of inferences to José León (1996). The focus of the project was qualitative, its methodology is participatory action research
(PAR), the method was given in four phases: pedagogical observation and diagnosis of improvement opportunities; proposal planning; intervention and application of the project; and systematization, corresponding to the collection of data and results. The population was 34 students of grade 101 of the I.E Normal superior de Neiva. The information was collected thanks to pedagogical observation, interaction with students, interviews, surveys, the field diary, activity records, evaluation rubrics and the link to the
development of functions in the classroom. From what was obtained, it is analyzed that the reading comprehension process, specifically the inferential one, requires a progressive and constant advance that must be supported by the application of didactic strategies that allow the student to have different perspectives when facing a certain text, helping him to improve their reading skills, discontinuous texts can be a decisive tool in this process.