Strengthening literacy skills in fifth-year EGB students through the area of social sciences

Abstract

This study addresses the strengthening of reading and writing skills in students in the fifth year of General Basic Education (EGB) through the area of Social Sciences. The research is based on the diagnosis of difficulties in text comprehension and production, identified in evaluations of the Ministry of Education, which revealed deficiencies in the skills of analysis and relationship. The main objective is to design and implement didactic strategies that integrate reading and writing in the History and Identity block to improve academic performance and student participation. In terms of methodology, the qualitative-descriptive approach allowed understanding the learning processes through observations, surveys and content analysis. Didactic interventions were carried out based on critical reading, analysis of primary and secondary sources, as well as discussions and essays. The results indicate an improvement in students' comprehension and written expression, as well as an increase in their motivation and participation in class. It is concluded that integrating literacy in Social Sciences not only enhances linguistic skills, but also critical thinking and historical understanding, thus facilitating meaningful learning.