Photographs as a pedagogical tool to strengthen the reading and writing competences

Abstract

The objective of this research was: Strengthen the reading and writing skills of ninth grade students of the Municipal Educational Institution María Concepción Loperena through the implementation of workshops with photographic texts mediated by ICT through a pedagogical model based on learning under the cognitive approach whose most relevant exponents for this study were Ausubel, Vygotsky and Bruner, also from the concept of visual literacy addressed by Arheim and Gardner, emphasizing a methodology of the scope of competencies. The research was qualitative, action research, applied to a sample of 36 students who were intervened through the implementation of eight workshops with photographs mediated by ICT, including free photographic platforms: Pinterest and Pixabay, which allowed transformation processes in the classroom, making classes more participatory and active in the development of visual literacy with all the cognitive processes of perception, attention, memory, language and thought, enhancing the scope of reading and writing skills. In turn, the photographs used as a pedagogical tool allowed the attainment of the proposed objectives, an improvement in the academic performance and a high degree of motivation towards the work of the class in the area of language and led to autonomy, responsibility and critical sense of the student.