Reading memories: pedagogical tool for the promotion of reading and writing processes through the literary text in UNIMINUTO, Colombia

Abstract

This article presents an experience report that shows how the development of reading and writing processes is promoted in students in the first semester of higher education. Challenge that the educators of the Faculty of Education of UNIMINUTO, Bogotá, have assumed. The document tells of a theoretical deepening of pedagogy as a basis for reflection on practice. Praxeology as a foundation of introversion acts on praxis and constructivism as an interactive binomial of the learning subject. From the action research, it is achieved that the student population had an active and productive process when using the reading memory strategy. This, in order to lead to a much more transcendental, significant, aesthetic experience of reading and writing, but, above all, transforming realities. It was concluded that the motivation of reading and writing from an artistic perspective, allows the higher education student to get involved autonomously, to propose the result of his memory of readings in an artistic way. Through pedagogical praxeology, the student, at times in class, gives an account of his knowledge in a reflexive way, achieving not only a logocentric writing and reading, but also an exercise for his life and his edification as a citizen.