Emotions in the reading-writing process of elementary school students.

Abstract

This article is the result of the experience of the investigative pedagogical practice of deepening, which arises from a problem situation that was identified in said process and became the object of study for the development of the investigation called: “The incidence of emotions in the literacy acquisition process of elementary school students”. Within the diagnosis, observation activities were carried out in the first-grade classes of the Senderos del Knowledge High School, where some dynamics of the methodology used by the tenured teacher and the performance of the students in virtual mode, in times of pandemic, were identified; which allowed us to focus on analyzing the influence that emotions have on the development of the reading and writing process. In accordance with the above, a theoretical exploration was carried out to give a better look at the exercise in the classroom, the relationship that emotions have in the reading and writing process in the first ages of the student, didactic strategies were proposed that were dynamized in classes to promote these processes. Consequently, the methodological process was proposed from a qualitative research approach with a type of action research, for which eight students were taken as a sample, which allowed the work to be directed towards the findings in tune with the multiplicity of actions in the processes and pedagogical situations, in which students hint at the direct relationship between cognition and emotion. Finally, the results are presented, where it could be shown that the didactic activities related to motivation and significant experiences, generated in the student greater confidence when carrying out reading and writing processes, as well as allowing them to build stories from their creativity.