AVANCES Y RETOS DE LAS DIDÁCTICAS EMERGENTES PARA LA OPTIMIZACIÓN DEL PROCESO DE LECTURA Y ESCRITURA EN EL NIVEL DE EDUCACIÓN PRIMARIA

Abstract

Reading and writing are fundamental processes in educational training, essential for communication and understanding the world. However, technological advancement and superficial teaching methods have generated a lack of interest, especially among secondary school students. This article analyzes, using an essay-based approach, the advances and challenges of emerging teaching methods to optimize these processes in primary education. The importance of fostering a love of reading from an early age is highlighted, supported by theories such as those of Ferreiro and Teberosky (2005) and Vigotsky (1985), which emphasize cognitive development and social interaction in learning. Innovative strategies, such as the use of ICTs and playful methods, are examined, which contrast with traditional approaches. Studies such as those by Quemé Oroxom (2022) and Pinos-Rodríguez et al. (2020) propose hybrid systems that integrate technology and active pedagogy, adapting to diverse contexts. However, challenges persist, such as the digital divide in rural areas and the need for teacher training. It is concluded that, beyond methods, it is crucial to prioritize meaningful learning, connecting school, family, and community to consolidate literacy skills from childhood.