Sung narratives and critical reading in elementary school students of a public institution

In a group of fourth-grade elementary school students, there is evidence of difficulty in the comprehension and analysis of written texts, which generates low scores in internal and external national standardized tests, which also affects the overall performance in other academic areas of the curriculum. This article presents the results of a pedagogical proposal whose objective is to promote critical reading through sung narratives among fourth-grade elementary school students at the Fabio Lozano Simonelli IED school in Bogotá, Colombia. The study is of mixed approach, with descriptive scope and sequential transformational methodological design. A survey is used at the beginning and the end of the educational proposal; observations are recorded in the field logbook. The pedagogical strategy of sung narratives is developed to encourage critical reading with different types of texts, which acquire relevance because they offer a transforming potential in the way of approaching reading topics. Singing and music are fused for the transmission of knowledge, the cultivation of identity, and the strengthening of reading processes, which improve with the development of activities that awaken an interest that motivates them to read and the creativity of composition that they share with others. This proposal allows them to recognize that reading, based on sung narratives, leads to the adoption of an analytical and critical personal attitude concerning the topics referred to; which facilitates the understanding of the variety of perspectives and promotes dialogue based on arguments, which contribute to the acquisition of skills related to critical reading, enabling the autonomous creation of their narratives.