Description

When reading and writing of the Spanish language are not taught as cognitive processes, but as grammatical phonetic exercises, motor skills, morphological and out of context that fragment syntax and omit the pragmatics of language in everyday life subjects, there will probably be difficulty in reaching its domain. To transform this problem this research was undertaken from the socio-critical paradigm, it was dealt with qualitative approach and the action-research method. In addition, a pedagogical approach for teaching reading and writing was developed from the social constructivist pedagogical model, in second grade in rural public schools in Nariño department. The proposal took as a starting point the identification of the difficulties in the teaching of these two processes. Based on the elements of local culture its application was formulated and accompanied with specific guidelines for the teacher and a didactic resource for the student. It was concluded that to reach the reading and writing mastery, they must be considered as cognitive processes, developed in stages independently, following different text typologies without omitting the previous knowledge of students.