Methodological strategy for narrative text writing in 5th grade students of Basic General Education

Abstract

Introduction: Learning to write narrative texts is a fundamental aspect to consider in student learning. However, it is standardized to a lower linguistic competence, with monotonous teaching within learning environments. Therefore, it is important to apply alternatives that transform this educational reality. Thus, this article aims to apply a teaching guide based on Project-Based Learning to achieve the development of narrative text writing. Materials and methods: Therefore, a mixed approach is taken through a descriptive, quasi-experimental method in the 5th year of Basic General Education at the Cazadores de los Ríos Educational Unit. Results: The results highlight a positive and different reality compared to the starting point, joining the studies of authors such as: Cassany; Bonilla et al., Pérez. Finally, it highlights the importance of applying teaching guides focused on PBL for writing according to the educational context. Discussion: This research gives importance to the use of new forms of writing narrative texts. However, the methodological guidelines applied in this study can be applied to the development of non-narrative writing, as well as to other aspects of the subject or areas of knowledge. Conclusions: This study confirms the importance of changing traditions and encourages new inquiries with innovative strategies that foster the development of writing skills. Likewise, the use of PBL for writing narrative texts has been beneficial for students in the fifth year of primary school.