Pedagogical Support Based on Action Research to improve Literacy in Primary Students of the Santa Rosa de Mayobamba Educational Institution

Abstract

On the Santa Rosa de Mayobamba School there are problems with learning to read and write because the majority do not develop support from teachers and parents because the present study seeks to design a pedagogical support strategy focused on action research to strengthen literacy processes in primary school students in a specific educational context. Starting from a qualitative approach and a socio-critical paradigm, the research used semi-structured interviews, observations and focus groups with teachers and students. Findings reveal key emerging categories, such as the need to reinforce literacy strategies and limitations in educational planning. The results suggest that action research is an effective methodology that allows teachers to reflect and adjust their practices, thus promoting constant improvement in their students' learning. This study concludes that pedagogical support focused on action research promotes a more inclusive and effective literacy process. Likewise, it is aligned with what was proposed by Cantillo and Calabria (2018), who argue that pedagogical support encourages teachers' critical reflection on their practice, allowing them to adjust their strategies to better meet the needs of their students.