The pedagogical workshop as a didactic strategy to improve language and communication in basic education

Abstract

This article analyzes the pedagogical workshop as a didactic strategy to strengthen the Language and Communication area in fifth-grade basic education students. The study follows a qualitative approach through a systematic bibliographic review, grounded in the theoretical contributions of meaningful learning, constructivism, and project-based learning. When viewed from these perspectives, the analysis reveals that the pedagogical perspective and theoretical perspectives both indicate that the development of communicative skills (writing, reading comprehension, and oral expression) is also directly related to the limitations associated with traditional methods of teaching, which rely heavily on memorization-based models. Theoretical analysis provides evidence that the employment of pedagogical workshops encourages students to actively participate in their educational experience and develops intrinsic motivation, as well as assists in the merging of students' prior knowledge with their newly learned concepts (metacognition) through collaborative efforts. Likewise, the reviewed authors agree that this strategy allows curricular content to be contextualized and linked to real-life situations, progressively strengthening communicative competencies in a meaningful way. It is concluded that the pedagogical workshop represents a relevant methodological alternative for improving learning in the Language and Communication area, as it promotes a student-centered, flexible approach aligned with current educational demands, contributing to the achievement of meaningful learning in basic education.