THE EDUCATOR'S CHALLENGE: READING PRACTICE AND TEXT PRODUCTION IN SECONDARY SCHOOL STUDENTS

Abstract

This article stems from qualitative research framed within the pos-positivist paradigm and conduces through teaching practice in a Spanish language classroom. The study is grounded in the observation that ninth grade students exhibit poor reading habits, written output limited to brief responses with little argumentation, difficulty retaining material learned in class, a lack of subject mastery during oral presentations, and low motivation to explore content independently. These issues present a central pedagogical challenge, requiring teachers to design strategies aimed at the holistic development of communicative competencies. Consequently, the study´s general objective is to develop strategies to strengthen reading practices and argumentative writing among ninth grade students in the Spanish Language program at the Republic of Uruguay Educational Institution in Medellín, Antioquia. Methodologically, the study employs an action research design, utilizing data collection tools and pedagogical interventions integral to the teaching learning process. In summary, the implementation of coordinated didactic strategies, dialogue with families, and the use of learning guides are fundamental elements for transforming classroom dynamics. The research fostered a significant increase in student motivation regarding creative expression, active listening, and oral participation. Thus, the classroom experience demonstrates that when students feel they are active protagonists in their own reading and writing processes, their participation increases.