Project-based learning to promote reading and writing processes: phase 3

Abstract

Contemporary education demands the development of skills that enable students to participate actively in the construction of their own learning. The purpose of this article is to analyze reading and writing processes beyond the mere decoding of signs, emphasizing comprehension, meaning construction, and the functional use of language, as well as to examine the potential of Project-Based Learning to foster their development during Phase 3 of Basic Education. Methodologically, a descriptive documentary review was conducted based on the analysis of specialized literature and institutional documents related to reading, writing, learning, and active methodologies, with particular attention to the guidelines of the New Mexican School (Nueva Escuela Mexicana). The analysis identified the relevance of developing reading and writing through contextualized, collaborative activities linked to meaningful situations for students. It also highlights the importance of teacher mediation, family participation, the school and community environment, and the availability of resources as factors involved in these processes. From this perspective, Project-Based Learning promotes the integration of reading and writing with experiences connected to students’ realities by encouraging information seeking, text production, interaction, and knowledge construction. It is concluded that its implementation requires planning, sequenced activities, guidance, feedback, and attention to different learning paces and needs.