Revista Iberoamericana de la Educación,, Vol - 7 No. 1, January - March 202 3

e-ISSN: 2737-632x

Pgs 47-69

Building knowledge involves teaching methods accompanied by

strategies, for education these components are necessary and

complement each other, one of these methods are the literacy

Keywords: Reading, writing, didactics, technology.

Construir el conocimiento implica métodos de enseñanza

acompañados de estrategias, para la educación estos componentes

son necesarios y se complementan, uno de estos métodos son los

procesos de lectoescritura que se conjugan con diferentes tipos de

prácticas para desarrollarse debidamente; el propósito de esta

investigación fue el de fortalecer dichos procesos de lectoescritura a

través de la animación por fotograma, para ello se desarrolló un

A construção do conhecimento envolve métodos de ensino

acompanhados de estratégias, para a educação estas componentes são

necessárias e complementam-se mutuamente, um destes métodos são

Revista Iberoamericana de la Educación, Vol - 7 No. 1, January - March 202 3

Strengthening of the reading and writing processes through frame animation

didáctica.

Palavras-chave: Leitura, escrita, didáctica, tecnologia.

INTRODUCTION

In the construction of knowledge, teaching methods accompanied by

strategies have been developed over the centuries; these components

are necessary and complement each other; a methodology without

strategies makes the development empty and, consequently, the

processes are not fulfilled. In the work titled Strengthening of the

processes of reading and writing through the animation by frame

old from the Cañaveral unitary school, located in a rural area of the

municipality of Victoria-Caldas, where we work with the power to

do, since we do not always have the necessary tools for the

development of the educational task; in order to structure some

theoretical references according to the needs and conditions of the

population context with which we work, we take into account both

Vygotsky's Sociocultural Theory and Decroly's Global Method, since

these two authors cover fundamental aspects to take into account for

the research to maintain its course; By structuring a qualitative

methodology of action research type, the research is directed towards

this is accompanied by an innovative and striking teaching and

learning process, of interest and relevance, which is why the strategy

invites technology to be part of the achievement. To carry out a work

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Strengthening of the reading and writing processes through frame animation

Cañaveral of the municipality of La Victoria-Caldas, regarding the

processes of reading and writing and the lack of pedagogical

strategies used at the time of the teaching process and reach the

significant learning of this subject; it is evident in students some

alterations in reading and writing, therefore, it is transcendental to

recognize the importance of reading and writing in the socio-cultural

environment of students. It can be argued, likewise, that as indicated

by Briz (2002), as cited in Caballero and García (2010):

innovative methodologies through ICT tools, for example, which are

a good support tool in the educational process, suggesting creativity

and innovation. As a result of all this, children (students) create a link

with reading and writing through these different actions and

mechanisms provided by the teacher (development of pedagogical

strategies: acrostics, writings, narratives, stories, travel examples,

personal experiences).

Reading opens doors to amazing discoveries, allows to explore,

identify and recognize social and individual aspects of human beings;

reading provides knowledge about the world and everything that

aims at making a community more perfectible. According to

Lindemann (1987) "writing is an important part of the

communication process not only as a medium but also as a source of

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Strengthening of the reading and writing processes through frame animation

and develop language modifications, gestures, signs, allowing

mutual understanding, personal, emotional and intellectual growth.

The child begins to grow and thus enters the world of reading and

writing and tries to forge that creative, critical and dreamy thinking

that leads to something more complex as the codification of words

and the interpretation and reading of them; However, with the

passing of time, there are social changes, added to that, the

incorporation of the school in his daily life, although it allows him to

evolve, it also presents a change in living conditions, confronts him

with traditionalist scenarios that lead to generate uneasiness and

fatigue in the child and in his daily learning.

writing was so chaotic, that if a letter was wrongly written, or a word

was misspelled, the punishment made you lose the desire to learn;

Today, reading is not only seen as a compilation of letters, which are

then grouped into syllables and then form words, but it is also seen

as the fact of understanding, enjoying, interpreting and discovering;

according to Iglesias, (2000):

meaning; therefore, there is a great commitment as a teacher when

working with these literacy processes, since an effective motivation

to this new adventure called written language and reading must be

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Strengthening of the reading and writing processes through frame animation

others), influence children and adolescents to give up the good habit

of reading and writing earlier and earlier, as well as the emergence,

exploration and representation of their own expression skills,

assuming as a main challenge the recognition of the relationship that

exists today between technology and the educational process.

Adding to this, the influence that digital tools have on the

pedagogical methodologies and thinking about the inclusion of these

in the rural school, to strengthen the literacy processes in students

and weigh those difficulties they present, the research is aimed at

finding the correlation between technology and literacy, starting from

the mistakes and shortcomings present in students between the ages

objective was to "analyze digital narratives and their impact on

reading and writing and influence on academic performance" (p. 89);

developing a quantitative approach and describing that their

population were teachers where the most important thing was to

demonstrate the use of digital tools within the framework of reading

and writing skills, they observed that they are locked in the use of a

tool, "Liveworksheets for their techniques, strategies and

pedagogical academic methodology" (p. 89), they do not explore and

el proceso de enseñanza aprendizaje de la lecto-escritura de los

estudiantes" (Macías, 2019, p. 4), thus, contributing to the

achievement of the objective the author developed a methodology

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Strengthening of the reading and writing processes through frame animation

situations through writing, these weaknesses are part of the misuse of

electronic devices, making it necessary that both at home and at

school are introduced as methodological tools to encourage reading

and writing, giving these technological means a more complete and

educational function.

A previous work that opens bases to introduce not only the

technological strategy, but also condenses certain skills that should

be taken into account is that of Angulo and Cuesta (2022)

"Implementation of digital educational resources that contribute to

and writing skills, it is essential to relate them to cognitive skills,

attention, concentration, memory, perception and communication, all

based on the different stages of maturity of the participating children.

Being a whole set of investigations that distribute the necessary

documentary review to develop the research and that after reading

and analyzing them, are subject to theories that support them, as well

as the present study work based on Vigotsky's Sociocultural Theory

and the Global Method-Method of complete sentences or Decroly

Method; To channel this theory towards the objective of this

research, a contribution expressed by Vigotsky (1979) cited in

advances in their psychological capacities (of students), which are

changing every day, the teacher here emerges as an agitator of

circumstances that feed these capabilities and their transitions.

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Strengthening of the reading and writing processes through frame animation

writing that "writing must possess a certain meaning for children, this

is largely due to three processes that give it that meaning: the

experience of reading-writing, the meaningfulness of children's

writing and the interpretations of the contexts" (Bellón & Cruz, 2002,

p. 58)

This theory is the basis of this study, because the children of the EI

in rural areas relate to their environment, and in turn must have the

inclusion in their educational process of technology, which arises

from the introduction offered by ICT and all its tools, and be part of

innovative strategies, advancing at the same level as other students

with unlimited access. In addition to that, the learning process is,

strengthen their social and cultural environment as a basis for

achieving a balance, without further pretensions to help them grow.

On the other hand, to speak of the Decroly method, as mentioned by

the authors Estalayo and Vega (2003), who make a compilation of

the methods for teaching reading and writing, among these the Global

method stands out for this research, also called Decroly Method,

whose beginnings are found around the 1700s, but until 1800 it was

completely structured, and this was by Ovid Decroly in 1904, which

states:

has four (4) phases that derive from the maturity of the children, from

their development, these are:

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Strengthening of the reading and writing processes through frame animation

The relationships that this method establishes in addition to its stages

are those that are conjugated in the same speech teaching process,

where words, phrases and sentences are recognized; then, in the

method of complete sentences or Global, children are given

components with complete meaning; among the sub-methods that are

used are lexical, Phraseological and Contextual.

The qualitative approach is chosen because, in the words of Sánchez

(2019), this type of research can be conceptualized as a

"methodological procedure that uses words, texts, speeches,

design of Action Research (AR), this design because the AR is

conceptualized as a strategy that allows the creation of spaces for

collaborative learning, where the contributions they have are

essential for the success of the project, because the issues addressed,

require experience and knowledge by all the participating social

actors.

The research proposal is developed in the IE Cañaveral of the

municipality of La Victoria-Caldas, located in the east of the

department, has seven unitary schools (only primary) and two main

schools with primary and high school. This institution specializes in

watching; with Comfama for English studies and with the University

of Manizales for university in the field and leave with the title of

Technologists in the environment. As the target population, we work

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Strengthening of the reading and writing processes through frame animation

instruments used in each one of them.

Phase 1. Diagnosis

The diagnostic or identification phase allows to fulfill the first

specific objective, determining and defining the difficulties related to

reading and writing, which are present in the five students who are

part of the unitary school model of the Cañaveral Educational

Institution, rural site, and who are between the ages of 7 and 11 years

old. After the contextualization of their population environment, a

diagnostic test is carried out as a first activity, which allows

evidencing the basic concepts of each of the students belonging to

the sample, concerning the basic skills and competences of reading

Phase 2. Implementation

Phase two of development or implementation, complies with the

specific objectives two and three, with a view to carry out a

succession of activities that allow the strengthening of reading and

writing skills in the five students, incorporating the Stop Motion tool

as a pedagogical and didactic strategy. For this phase, a didactic

sequence is carried out, which aims to increase the children's reading

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Strengthening of the reading and writing processes through frame animation

each student was asked to write down the ideas they had about the

situation presented and answer questions such as: What would

happen if...? How do you feel? What aspects have changed or which

remain the same? What will be the reaction of the others around you?

Observing and analyzing the results of the exit test, it is possible to

obtain as relevant data an improvement within the questions that were

established as a pattern in the tests, going from a low level to a high

and superior level, obtaining percentages equal to or higher than 80%

in each of the questions stated and developed, this reveals that there

was a development in reading and writing strengthened and directed

to a higher level than the initial one in the entrance test.

with this quote shows the importance of recognizing the social

context of the participating students, each one of them brings along

their previous knowledge, attitudes, skills and characteristics that

have been forged in their first environment, their first environment,

the school. 43), with this quote shows the importance of recognizing

the social context of the participating students, each one of them

brings along with their previous knowledge, attitudes, skills and

characteristics that have been forged in their first environment, the

home.

From the sociocultural approach, with its main author, Vigotsky, who

capacities and strengthening their knowledge; This occurred because

the students who participated see school as a place of distraction, of

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Strengthening of the reading and writing processes through frame animation

this research, the search for its strengthening through a pedagogical

strategy, was combined between stimulating learning with meaning

and strengthening what was learned, then, reading to write and

writing to read; the children of the IE Cañaveral cannot afford the

luxury of keeping a defined schedule, because it is not possible, the

way to access the school (due to climate, economic difficulties,

perhaps due to lack of motivation, etc.), the scarce physical resources,

the limited physical resources, the lack of access to the school (due

to the weather, economic difficulties, perhaps due to lack of

motivation, etc.), the lack of resources, and the lack of a pedagogical

strategy, which is the basis of this research.), scarce physical

written and reading what is understood; Therefore, exercising the

correct direction in the children based on the proposed pedagogical

strategy, animation by frame, had to be impressive, innovative and

striking, so that the students would refresh their knowledge about

how to write and read, to transcend to comprehension from their

starting point, from the one each one had.

The inclusion of ICT in this work is part of the cultural context of

this technological era, and therefore it is important for the population

under study to be able to have an approach to this type of digital tools,

since their access is limited in the rural area where they come from.

improving the environment in which the processes are developed.

If a general review of the initial and final results is made, this research

traveled a path from little to enough, that is, the children know how

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Strengthening of the reading and writing processes through frame animation

a way of demonstrating what was written and beyond what was

understood.

Thus, the other theoretical part that constitutes this research, which

complements Vigotsky, is the Global Method-Complete Sentence

Method or Decroly Method, where students expressed their needs,

their interests and the way to give them priority was sought, focusing

them towards the proposed pedagogical strategy. Therefore, in the

Decroly method there are four phases, which were taken into account

in the real purpose of this work, to strengthen the reading and writing

process; the first is to lead to the understanding of what is written, of

what is wanted to be said, of the demonstration of abilities, that is

story, recreating it in different materials, recording it with their own

characteristics that each one of them imposed, such as duration,

amplitude and intensity of their story, all based on previous readings,

improvised writings, and rehearsed ones, each time different needs

arose, reconstructing some previous concepts, reinforcing some

misspelled words, recognizing unknown or little used vocabulary,

spelling, matching sentences with meaning, in short, everything

necessary to strengthen writing and reading as part of the

development of the proposed strategy, or, in other words, to

strengthen writing and reading as part of the development of the

and writing process to the achievement of an animation per frame.

If we review the research from the need to strengthen the reading and

writing process so that the children could obtain a significant effect

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Strengthening of the reading and writing processes through frame animation

students find their turning point in reading and writing, without

losing the perspective of understanding and combining these two

processes, but as one, I read and I write, I write and I read.

The power of reading was seen in situations like the influence of the

brevity of a text, like the simplicity of a recipe that taught them that

one can imagine and create, the power of writing where reflecting

ideas in recycled materials led them to design their story and remain

active, creative, implicit within their process of strengthening reading

and writing to a higher level, if not improved from the previous

structure that was contained. The children went beyond the peculiar,

they introduced their social, family and individual framework in their

physical resources (notebooks, pencils, markers, etc.), lunch, the

weather is sometimes relentless, among others; This hindered the

work to be developed several times, but seeing the desire to learn of

the participating children was stronger than any shortcoming, so the

objectives were achieved and especially the general purpose was

reached, to strengthen the reading and writing process in each of

them.

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Strengthening of the reading and writing processes through frame animation

if qualitative or quantitative qualifications, it was only governed

towards the finding of the difficulties present when reading and

writing.

Necessarily, when conducting the observation during the entry test,

shortcomings had to be described, but in an objective way,

concluding that the children went through confusion in some letters,

more linked to spelling rules, some imbalances when reading, for not

knowing how to pause according to the punctuation, anyway it was

clear that these inaccuracies gave room to the search for a strategy

that would strengthen the reading and writing process and would

result in accurate results towards a better understanding of what is

emphasized the search for activities that would resolve the

deficiencies found and that, together with the technology that was to

be used as a method of inclusion, would support the strengthening of

reading and writing; All this gave rise to a didactic sequence based

on a series of situations that will provide each student with creativity,

motivation and willingness to do, this summoning reading and

writing with imagination.

Then, once the proposal was designed, it could be implemented, as

previously stated, it was through the didactic sequence, it was

achieved that the participants will perform each of the activities to

in the participating students, in addition, through a satisfaction survey

they expressed their conformity on the realization and understanding

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Strengthening of the reading and writing processes through frame animation

as a single temple of learning.

In this section, it is not easy to state whether what was produced in

the unitary school based on the project developed is a generator of

change, it can be affirmed that it had a significant and broad effect

on the children's reading and writing process; But in order for it to be

a generator of change, of improvement in the educational process, it

is necessary to make the educational community (directors, teachers,

parents and students) see the importance of the schools in rural areas,

the needs that afflict them in order to be able to solve the day to day

and comply with the basics in the teaching-learning process.

However, it is tremendously urgent to note from this research, how

It is difficult to generate expectations when the educational system

blocks progress, solidarity with rural regions is abysmal, in the