Abstract

GUTIERREZ VEGA, Ingrit. Lectura y escritura en un programa formador de maestros para la infancia. Enunciación [online]. 2020, vol.25, n.2, pp.247-261. ISSN 0122-6339.  https://doi.org/https://doi.org/10.14483/22486798.16048.

This article presents the results of the first phase of the investigation, whose objectives are focused on describing the levels of reading and writing of the students at different moments of the training, specifying these levels and the sociocultural characteristics. Thus, questions are asked about what is the level of reading and writing of the students of Bachelor’s Degree in Childhood Pedagogy at the University of Los Llanos? For this, it is located in action research and from there it advances, in the first phase, to a descriptive study. Two instruments were applied, a test to identify the level of reading and writing of the students and a survey that shows some understandings of these levels in the sociocultural relationship. The research identifies a low level of reading and writing, which coincides with the Saber 11 tests and the institutional diagnostic test called “communication processes”, a level that is not improved during the nine semesters of training. The aforementioned indicates that when the minimum reading and writing requirements are not reached, it is difficult for students to appropriate the texts suggested by their teachers, develop speeches with critical positions and write in a coherent way and with their own style.

Keywords : literacy levels; academic performance; argumentation; dialect pragmatic.

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