Teaching strategies for the development of cognitive skills in Language and Literature in the third year

Abstract

The development of cognitive skills in Language and Literature constitutes a relevant process for strengthening comprehension, expression, attention, memory, thinking, and creativity in Basic General Education. The objective of the study was to design didactic strategies for the development of cognitive skills in Language and Literature in the third year at Alonso de Mercadillo Educational Unit. The research was conducted under a mixed-methods approach, with a qualitative predominance and quantitative support, a descriptive-propositional scope, and a sequential design. Theoretical methods such as the historical-logical method, systematization, and modeling were used, as well as empirical methods through a classroom observation guide and teacher interviews. The population consisted of 18 third-year students, aged 7 to 8, and two teachers from the area. The results showed difficulties in attention, memory, reading comprehension, oral expression, written expression, active listening, critical thinking, and creativity. Based on the diagnosis, a proposal of contextualized didactic strategies was designed, and a partial validation was carried out in educational practice. It was concluded that the proposal constitutes a relevant alternative to guide the development of cognitive skills through the specific practices of Language and Literature.