Narrative Thinking and Art to Foster the Development of Reading Competence in Basic Education
DOI:
https://doi.org/10.18537/ripa.20.15Keywords:
reading motivation, narrative thinking, orality, art and education, pedagogical action researchAbstract
The study addresses a pedagogical-research intervention applied to students from second to fifth grade of Basic General Education at a public school in Cuenca, Ecuador. Its objective was to increase reading motivation through the design and implementation of a didactic sequence based on narrative thinking and artistic creation. A qualitative pedagogical action research approach was employed, including diagnosis, intervention, and evaluation stages. The results showed a significant increase in reading enjoyment and a renewed appreciation of the teacher’s role as a cultural mediator. Discussion about readings, story creation, and collective illustration strengthened reading comprehension, creativity, and emotional engagement with reading. It is concluded that the integration of language, art, and dialogue constitutes an effective pedagogical strategy to promote motivating and sustainable learning.
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