The Written Language Learning Through Art: A Contribution from Social Processes.

Abstract

Exclusion processes derived from difficulties in learning and development of written language represent a worldwide concern, a situation that raises the need to generate opportunities based on understanding it as a cultural practice and not only as an exclusive function of educational institutions . In this framework, the present qualitative research takes place, which sought to recognize the contributions of art and culture to the learning of written language, within the framework of a social project in a community of disadvantaged children and adolescents. This through action research, using tools such as non-participatory observation of 40 children and adolescents from the Juan Pablo II neighborhood in the City of Ciudad Bolívar, during artistic activities; and the generation of cordial conversations with art teachers. The analysis of the information, allowed to conclude that through art in social spaces, functions are developed at a cognitive and linguistic level; as well as metalinguistic and metacognitive skills fundamental for the acquisition and improvement of reading and writing. The foregoing is related to the histrionic abilities of art teachers, the balanced relationship between teachers, boys, girls and adolescents and the integration of written language in activities typical of their stage of development, in natural environments with a positive emotional charge. .