Description

This article presents the results of an investigation in which the strengthening of textual writing was addressed; the general objective was to analyze the contributions of the story as a pedagogical strategy to favor writing, in terms of coherence and textual cohesion, in fifth-grade students of elementary school of the Marqueza Alta Educational Center of Tangua, municipality of Nariño department. The paradigm was qualitative, with a hermeneutical historical approach and an educational action research type. The application of the story as a pedagogical strategy strengthened the textual writing and therefore, its performances. The theoretical pillars that contributed significantly to this research were: Van Dijk, Cassani, Villasmil, and Fuenmayor, among others.