Ludic-Narrative Strategies for Emotionally Meaningful Literacy in Vulnerable
保存先:
| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2025 |
| その他の書誌記述: | This qualitative study, framed within an Action-Research design, examined the impact of playful-narrative strategies on the literacy development of 28 second-grade students in a marginalized urban school in Mérida, Yucatán. The intervention —including syllabic bingo games, family storytelling workshops, and culturally embedded narratives— fostered not only technical progress (from 22% to 47% in alphabetic writing level) but also emotional transformations: 82% of participants associated writing with positive emotions, and 64% expressed a sense of self-efficacy in their learning journals. Paradigmatic cases, such as a girl with deaf-mute parents, illustrated writing as a bridge across sensory and emotional worlds. Nevertheless, 21% of students remained in early stages, presumably due to structural barriers like limited parental engagement (45%). The findings suggest that literacy in contexts of precarity is not merely a pedagogical task but a symbolic form of social redress that demands inclusive, context-sensitive teaching approaches. |
| 国: | Portal de Revistas UNA |
| 機関: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 言語: | Español Inglés |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21301 |
| オンライン･アクセス: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/21301 |
| キーワード: | critical pedagogy covid-19 early literacy educational inclusion narrative mediation alfabetización inicial inclusión educativa mediación narrativa pedagogía crítica |