El aprendizaje colaborativo como estrategia didáctica que aporta en el desarrollo del hábito lector en niños de Educación General Básica Superior

Abstract

This research aims to analyze collaborative learning as a didactic strategy that contributes to developing reading habits in children in Superior Basic General Education. Methodologically, this study is non-experimental, with a descriptive and mixed approach of a transversal cohort. Among the most significant results is that 83.33% of the students surveyed do not use virtual platforms to practice reading, which makes education monotonous. In the today’s relevant digital era, it is necessary to implement the methodology of collaborative learning alongside technological tools. This approach will enable working in groups to encourage and help each reader in constant reading practice, fostering the reading habit and developing their educational and social skills. It will shape them as integral human beings whose actions are always based on empathy and teamwork. Thus, in a globalized world, teaching methodologies should be focused on the heterogeneity of students. Teachers should take the previous knowledge as a starting point to understand how to use technological tools, capturing the students' attention by teaching them how to learn, making them the leading actor in the learning process.