Célestin Freinet’s active pedagogy in the strengthening of reading and writing in sixth-grade students of “20 de Julio” industrial school

Abstract

This article presents the research work carried out with sixth grade students of “20 de Julio” industrial school of the municipality of Puerto Wilches, Santander. The objective is to strengthen reading and writing through the implementation of Célestin Freinet’s active pedagogy. This research arises from the different problems observed in the classroom and that influence the adequate development of the teaching and learning processes of reading and writing. In this case, three conceptual axes are defined: reading, writing and Célestin Freinet’s active pedagogy, which are taken as a reference for the consolidation of the categories of analysis: reading levels, textual characteristics and Freinet’s techniques. Likewise, this article has a qualitative approach that contributes to a broad interpretative panorama, and the method is action-research, which provides a direct vision of the reality of study and a subsequent reflection on it, allowing us to solve problems of the educational reality, in this case reading and writing. In this sense, five teachers of the Spanish Language area and 11 sixth-grade students were taken as key informants, to whom an interview and a diagnostic test were applied, respectively. The research reported in this article is intended to include new pedagogical and didactic methodologies that enable teachers to generate favorable educational environments for students to improve their difficulties.