La alfabetización inicial y los textos multimodales en la primera infancia

Abstract

The general objective of this research seeks to enhance the communication skills of children through the use of children's literature, specifically, multimodal texts as a didactic and pedagogical tool; the acquisition of the initial reading and writing processes carried out through initial literacy at the early childhood level of the Gabriel García Márquez Educational Institution, José Ramón Bejarano campus in the city of Cali is reconsidered here. This research is framed in four semantic axes such as: educational policies, multimodal texts, communicative skills and initial literacy, which are developed in activities proposed in the classroom projects from the constructivist pedagogy. The theoretical referents that support this work are based on authors such as Van Dijk (1998), Daniel Cassany (1995), Ana Teberosky (1987), Emilia Ferreiro (1985) and Liliana Tolchinsky (1989), who from their theoretical reflections on the The decade of the 90's gave a new look to the processes of literacy. Regarding multimodal texts, it is supported by authors like Van Leeuwen (1999) and Leite and Krees (1999), who from their theories argue about the exclusivity that has been given to monomodal texts versus the importance of image and graphics as modes that bring great meaning to the text. As a method of study, action research was used and framed in the mixed approach, which qualitatively allows collecting information through observation and continuous recording and then systematizing it from the quantitative to do the triangulation and obtain the respective results It was carried out in two phases: the first was developed through the registration in field journals to characterize the pedagogical practice and the second was carried out with the pedagogical intervention in the classroom through the designed project, called Children's literature and magic of multimodal texts, whose analysis allowed for the strengthening of communicative competences such as: constructing oral and written statements making use of the image, united to the word; transmit an idea in a fluid and coherent way and that the child recognizes the function of language as the channel of communication with their environment.