Propuesta de innovación microcurricular bajo el enfoque DUA para la producción de textos en Educación Básica Media

Abstract

Abstract: The present curricular integration project analyzes the didactic foundations and microcurricular design in the area of Language and Literature for the seventh grade of Basic General Education. It addresses the current problematic in educational institutions, where teaching processes tend to focus on the imposition and passive transmission of information, limiting methodological innovation and attention to classroom diversity. In response, this study proposes the design of strategies based on the Universal Design for Learning (UDL) and the ERCA cycle as alternatives for pedagogical transformation. The research adopts a qualitative approach with a descriptive phenomenological method, utilizing content analysis to examine curricular praxis. The results demonstrate that replacing traditional grammar teaching with interactive, multisensorial didactic sequences breaks the impositive model and stimulates students' critical thinking. In conclusion, methodological innovation through UDL decentralizes the teacher's role and promotes meaningful, inclusive, and autonomous learning in written textual production.