MÚSICA CHAMPETA COMO ESTRATEGIA DIDÁCTICA PARA MEJORAR EL PROCESO DE LECTURA EN ESTUDIANTES DE BÁSICA PRIMARIA EN LA INSTITUCIÓN EDUCATIVA –ARROYO DE PIEDRA

• DOI: 10.22533/at.ed.5583452308129

• Palavras-chave: Música champeta, estrategias, proceso lector y estudiantes.

• Keywords: -

• Abstract: The purpose of this study is to generate didactic strategies through champeta music to improve the reading process in elementary school students at the educational institution "Arroyo de Piedra" in Cartagena, Colombia. From the theoretical point of view, it is supported by authors such as: Vygotsky (1989), whose sociocultural theory has an intrinsically social approach on the cognitive development of the student; Mosquera and Provenzal (2000), who assert that to have a better knowledge of champeta music it is necessary to go back to its history from its origins, knowing that this musical genre will serve as a basis for the construction of didactic strategies to improve the reading process, among others. The research is approached from the Socio-critical Paradigma, under a qualitative approach, the field modality and the Participatory Action research method. The techniques to be used for the collection of information will be participant observación and semi-structured interview, and as instruments an interview script and an observation guide. For the analysis and processing of the information, the following techniques will be used: categorization, codification, classification and triangulation of data. The key informants will be represented by thirty-five (35) students of the "Arroyo de Piedra" Educational Institution.