Oral Tradition and ICT as Strategies to Foster Writing in Basic Education
DOI:
https://doi.org/10.37843/rted.v19i1.750
Article Sidebar
Main Article Content
Abstract
Written expression is a fundamental competence in students' academic and personal development, as it enables them to communicate ideas clearly and to resignify culture in contemporary society. This study aimed to explore how oral tradition, through stories, myths, and legends, can become a didactic strategy to strengthen written production in elementary school students, with the support of EdiLim software. The research followed the humanist paradigm, with an interpretive method, a qualitative approach, a thematic narrative design of a documentary, bibliographic-analytical type, and a cross-sectional scope. The population consisted of fifth-grade students from the San Mateo Educational Institution, who participated in workshops, interviews, and diagnostic surveys. The results showed that the integration of oral tradition with EdiLim increased motivation toward written production, improved textual coherence and cohesion, and strengthened students' cultural identity. The study also identified strengths in creativity and weaknesses related to the lack of prior strategies for written production. In conclusion, oral tradition, in connection with ICT, constitutes a pedagogical strategy that favors meaningful written expression, cultural reflection, and active student participation, and contributes to the construction of inclusive and contextualized education.
Downloads
Metrics
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Those authors who have publications in our journal accept the following terms:
- When a work is accepted for publication, the author retains rights of reproduction, distribution of his/her article for exploitation in all countries of the world in the format provided by our magazine and any other magnetic medium, optical, and digital.
- Authors will retain their copyright and guarantee the journal the right first to publish their work, which will be simultaneously subject to the Creative Commons Acknowledgment License (Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)). That allows third parties to copy and redistribute the material in any medium or format, under the following conditions: Acknowledgment - You must properly acknowledge authorship, provide a link to the license, and indicate if any changes have been made. You may do so in any reasonable way, but not in a way that suggests you have the licensor's endorsement or receive it for your use. NonCommercial - You may not use the material for a commercial purpose. NoDerivatives - If you remix, transform, or build from the material, you cannot broadcast the modified material. There are no additional restrictions - You cannot apply legal terms or technological measures that legally restrict you from doing what the license allows.
- Authors may adopt other non-exclusive license agreements to distribute the published version of the work (e.g., deposit it in an institutional archive or publish it in a monographic volume) provided that the initial publication in this journal is indicated.
- Authors are allowed and recommended to disseminate their work through the Internet (e.g., in institutional telematic archives, repositories, libraries, or their website), producing exciting exchanges and increasing the published work's citations.
- Request of withdrawal an article has to be done in writing by the author to the Editor, becoming effective after a written response from the Editor. For this purpose, the author or authors will send correspondence via e-mail: [email protected].
- The author will not receive financial compensation for the publication of his work.
- All Docentes 2.0 Journal publications are under the Open Journal System (OJS) platform at: https://ojs.docentes20.com/.
Citaciones del Artículo
References
Amú Casarán, M. S., & Pérez Padrón, M. C. (2019). La tradición oral colombiana, su inclusión en el currículo de la educación básica primaria. Conrado, 15(66), 71–76. https://doi.org/10.31979/2218-0463.2019.1566.7
Cuero Lerma, N., & Longa Cándelo, V. (2019). La tradición oral, una estrategia didáctica para el desarrollo de las competencias comunicativa oral y escrita, con estudiantes de grado tercero de básica primaria. Universidad Nacional Abierta y a Distancia (UNAD).
Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research (4th ed.). SAGE Publications.
Gadamer, H. G. (2003). Verdad y método (Vol. I). Sígueme.
García, J. (2019). Tradición oral y su impacto en la literatura. Editorial Universitaria.
Lemus Urrutia, A. B. (2017). Tradición oral y escrita y comprensión lectora inferencial: Investigación realizada con estudiantes de séptimo grado de la Institución Educativa Agrícola del Valle durante el 2017. Universidad de Medellín.
Maslow, A. H. (1998). La personalidad creadora. Kairós.
Ricoeur, P. (2001). Del texto a la acción: Ensayos de hermenéutica II. Fondo de Cultura Económica.
Rogers, C. R. (1983). Libertad y creatividad en la educación. Paidós.
Rodríguez, A. (2021). Producción textual. La tradición oral como una alternativa para fortalecer la escritura. Library.
Rolón, J. (2021). La tradición oral para fortalecer la comprensión de textos a través de la interacción didáctica con el software EdiLim. Universidad de Pamplona.