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Objective: Generate oral communication skills, as a structured practice to provoke and promote the word in the students of the transition degree, from a didactic strategy with playfulness. Methodology: Qualitative, through participant observation of workshops registered in the field journal, which allowed analysis of the information that was supported in the development of descriptive matrices and triangulation. The process consists of three stages: diagnosis, development and evaluation. Results: Significant changes were evidenced in the students, who participated with broad, structured and coherent sentences, demonstrated when explaining, reporting and describing. They asked, they clarified doubts, there was interaction between peers, teachers and context. Conclusion: the didactic strategy developed strengthened the oral communication, from playful situations.

La lúdica como estrategia didáctica para generar habilidades de comunicación oral en el grado Transición