El teatro, estrategia para el desarrollo de las habilidades comunicativas en la educación básica regula
Theater as a strategy for developing communication skills in regular basic educationContenido principal del artículo
Introducción: El arte dramático es una herramienta pedagógica clave para potenciar las competencias orales y socioemocionales en estudiantes de educación elemental, contribuyendo a la fluidez verbal, la expresión prosódica y la confianza en el desempeño público. Objetivo: Sintetizar la evidencia empírica publicada entre 2020 y 2025 sobre la efectividad de intervenciones teatrales en el fortalecimiento de las competencias comunicativas en Educación Básica Regular. Metodología: Se realizó una revisión de alcance siguiendo las directrices PRISMA-ScR. La búsqueda se efectuó en Scopus, SciELO, Dialnet, Redalyc, Latindex y ERIC. De 186 registros iniciales, 20 estudios empíricos cumplieron los criterios de inclusión. Resultados: El 85 % de los estudios reportó mejoras significativas en fluidez verbal, prosodia y reducción del miedo escénico. Las intervenciones con duración superior a 12 semanas mostraron mayor eficacia en el desarrollo de competencias comunicativas. Conclusiones: El teatro escolar constituye una estrategia pedagógica efectiva para el fortalecimiento integral de las competencias comunicativas en Educación Básica. Se recomienda su incorporación sistemática en el currículo para potenciar habilidades de expresión oral y desarrollo socioemocional de los estudiantes.
Introduction: Drama arts serve as a pivotal pedagogical tool for enhancing oral and socio-emotional competencies in elementary school students, contributing to verbal fluency, prosodic expression, and confidence in public performance. Objective: This study aims to synthesize the empirical evidence published between 2020 and 2025 regarding the effectiveness of theatrical interventions in strengthening communicative competencies within Regular Basic Education. Methodology: A scoping review was conducted following the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) guidelines. The literature search was performed across Scopus, SciELO, Dialnet, Redalyc, Latindex, and ERIC databases. Out of 186 initial records, 20 empirical studies met the predefined inclusion criteria. Results: Eighty-five percent of the reviewed studies reported significant improvements in verbal fluency, prosody, and the reduction of performance anxiety. Furthermore, interventions lasting more than 12 weeks demonstrated greater efficacy in developing communicative competencies. Conclusions: School theater constitutes an effective pedagogical strategy for the comprehensive strengthening of communicative competencies in Basic Education. Its systematic integration into the curriculum is recommended to enhance students' oral expression skills and socio-emotional development.
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