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Abstract / Abstracto

Resumen

Este estudio centra su atención en los rezagos producidos en los procesos de lectura y escritura en la educación primaria costarricense durante la pandemia covid-19. En este contexto se reflexiona en torno de la ruta seguida al transitar de la presencialidad a la educación a distancia y los roles asumidos por la familia y la institución escolar en los años 2020 y 2021. Se presenta una experiencia de recuperación de aprendizajes iniciales en lectura y escritura y se ofrece una propuesta de espacios y rutas para optimizar el entorno escolar presencial, semipresencial y el familiar, en beneficio del enriquecimiento de las competencias básicas y específicas del lenguaje en la educación primaria.

Abstract

This study focuses on the lags produced in the reading and writing processes in Costa Rican primary education during the covid-19 pandemic. In this context, it reflects on the route followed in the transition from face-to-face to distance education and the roles assumed by the family and the school institution in the years 2020 and 2021. An experience of recovery of initial learning in reading and writing is presented and a proposal of spaces and routes is offered to optimize the face-to-face, blended and family school environment, for the benefit of the enrichment of basic and specific language competencies in primary education.

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