dc.contributor.advisor | Quispe Berrios, Haydee | |
dc.contributor.author | Mamani Cutire, Cesar Andrés | |
dc.contributor.author | Roa Turpo, Edith | |
dc.date.accessioned | 2023-07-13T20:15:58Z | |
dc.date.available | 2023-07-13T20:15:58Z | |
dc.date.issued | 2023-02-21 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12557/5575 | |
dc.description.abstract | El presente estudio destaca las dificultades y el poco interés que tienen los
estudiantes del V ciclo de educación primaria para redactar textos y especialmente
argumentativos , que a todas luces exige la habilidad de exponer ideas, sustentar mediante
argumentos nacidos de su propia realidad sociocultural, económica, natural y geográfica;
es decir, hoy en día los estudiantes no tienen que estudiar temas de gramática, lenguaje de
manera aislada; pues, tienen que aprender a comunicarse en situaciones reales, de acuerdo
a los diferentes problemas, necesidades e inquietudes que se les presente en la familia, la
escuela y la comunidad; desarrollando las competencias: se comunica oralmente en su
lengua materna, lee diversos tipos de textos en lengua materna y escribe diversos tipos de
textos en lengua materna, así como se prevé en la Programación Curricular de Educación
Primaria del 2016 . Esta competencia se debe lograr poniendo en práctica los aportes
teóricos del enfoque comunicativo textual en la enseñanza a aprendizaje del área de
Comunicación.
En suma, se ha planteado el problema ¿Cuál es nivel de relación del enfoque
comunicativo textual y la redacción de textos argumentativos en los estudiantes del V ciclo
de la Institución Educativa Nro. 56025 del distrito de Maranganí de la provincia de Canchis
2021-2022 ?, cuyo campo de estudio está enmarcado en la didáctica y la lingüística, basado
precisamente en la teoría Constructivista de Piaget, la teoría socio constructivista de
Vigotsky, la teoría lingüística del enfoque comunicativo textual; lo que ha permitido
formular la hipótesis: Existe una relación positiva alta entre el enfoque comunicativo
textual y la redacción de textos argumentativos en los estudiantes del V ciclo de la
Institución Educativa 56025 del distrito de Maranganí de la provincia de Canchis 2021-
2022. | es_PE |
dc.description.abstract | The present study highlights the difficulties and the little interest that
the students of the V cycle of primary education have to write texts and
especially argumentative texts, which clearly requires the ability to present
ideas, support them through arguments born of their own sociocultural,
economic, natural and geographical; that is to say, today students do not have
to study grammar and language issues in isolation, but rather they have to learn
to communicate in real situations, according to the different problems, needs
and concerns that arise in the family, the school and the community;
developing skills: communicates orally in their mother tongue, reads various
types of texts in the mother tongue and writes various types of texts in the
mother tongue, as provided for in the 2016 Primary Education Curriculum
Programming. This competence must be achieved by putting into practice the
theoretical contributions of the textual communicative approach in the
teaching-learning area of Communication.
In short, the problem has been raised: What is the level of relationship
between the textual communicative approach and the writing of argumentative
texts in the students of the V cycle of the Educational Institution No. 56025 of
the Maranganí district of the province of Canchis 2021-2022? , whose field of
study is framed in didactics and linguistics, based precisely on Piaget's
Constructivist theory, Vygotsky's socio-constructivist theory, the linguistic
theory of the textual communicative approach; what has allowed to formulate the hypothesis: There is a high positive relationship between the textual
communicative approach and the writing of argumentative texts in the
students of the V cycle of the Educational Institution 56025 of the district of
Maranganí of the province of Canchis 2021-2022.
Under the guidance of this hypothesis, it has been found during the
investigation that 48% of students in the sample who are finishing the V cycle
of primary education are at the initial level of handling the textual
communicative approach and the writing of argumentative texts. , while in a
minimum percentage of 4.5% it has been located at the satisfactory level in
both study variables; but it was shown that there is a positive relationship
between the variables of the textual communicative approach and the writing
of argumentative texts. This demands that the Ministry of Education
implement consolidation and demonstration workshops for primary school
teachers to improve their handling of the textual communicative approach and
thus be able to efficiently and effectively lead students towards the writing of
argumentative texts and other types of texts in mother tongue. | en_US |
dc.format | application/pdf | es_PE |
dc.language.iso | spa | es_PE |
dc.publisher | Universidad Andina del Cusco | es_PE |
dc.rights | info:eu-repo/semantics/openAccess | es_PE |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | es_PE |
dc.subject | Enfoque comunicativo | es_PE |
dc.subject | Textos argumentativos | es_PE |
dc.subject | Estudiantes secundaria | es_PE |
dc.title | Enfoque comunicativo textual y su relación con la redacción de textos argumentativos en los estudiantes del V Ciclo de la I.E. Nro. 56025 del distrito de Maranganí- Canchis 2021-2022 | es_PE |
dc.type | info:eu-repo/semantics/bachelorThesis | es_PE |
thesis.degree.name | Licenciado en Educación Especialidad Inicial y Primaria | es_PE |
thesis.degree.grantor | Universidad Andina del Cusco. Facultad de Ciencias y Humanidades | es_PE |
thesis.degree.discipline | Educación Especialidad Inicial-Primaria | es_PE |
dc.publisher.country | PE | es_PE |
dc.subject.ocde | https://purl.org/pe-repo/ocde/ford#5.03.00 | es_PE |
renati.advisor.dni | 21023651 | |
renati.advisor.orcid | https://orcid.org/0000-0002-9025-5335 | es_PE |
renati.author.dni | 24709944 | |
renati.author.dni | 41736444 | |
renati.discipline | 199106 | es_PE |
renati.juror | Huamanga Gamarra, Zoraida | |
renati.juror | Dueñas Aguilar, Sherezada | |
renati.juror | Rojas Anaya, Yanina | |
renati.juror | Loaiza Ortiz, Zoraida | |
renati.level | https://purl.org/pe-repo/renati/level#tituloProfesional | es_PE |
renati.type | https://purl.org/pe-repo/renati/type#tesis | es_PE |
dc.description.lineadeinvestigacion | Sociedad Educadora y Contexto Cultural | es_PE |