Lectura Literaria en la transformación del comportamiento lector y el fortalecimiento de la competencia de la criticidad de los estudiantes de básica primaria
Reading beyond the alphabetical, of the mechanical act of reading can be the means for the transformation of reading behavior and the development of criticality competence. For this, in the study that supports the document we present, literary reading was assumed as the basis for an action research,...
| Autores: | , |
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2019 |
| País: | Colombia |
| Institución: | Universidad de San Buenaventura |
| Repositorio: | Repositorio USB |
| Idioma: | español |
| OAI Identifier: | oai:bibliotecadigital.usb.edu.co:10819/8412 |
| Acceso en línea: | http://hdl.handle.net/10819/8412 |
| Access Level: | acceso abierto |
| Palabra clave: | Lectura literaria Criticidad Comportamiento lector Literary reading Criticality Reading behavior Tesis - maestría en ciencias de la educación Competencias lectoras en básica primaria Pensamiento crítico en estudiantes Lectura crítica |
| Sumario: | Reading beyond the alphabetical, of the mechanical act of reading can be the means for the transformation of reading behavior and the development of criticality competence. For this, in the study that supports the document we present, literary reading was assumed as the basis for an action research, supported by a sociocritical paradigm, working with fifth grade children of the Bertha Gedeon Educational Institution de Baladí the development of reading that transcends academic pressure, the response to a grade or to school commitments. A recognition of the previous experiences of the students was made and from there literary readings were selected applying five strategies to work the reading sensitive to the realities of those involved, and from the attention of everyday issues of the human dimension. In the action and evaluation phase, strengths were demonstrated in comprehensive reading, in the competence of criticality, and in extension v transformations of the conceptions of reading that resemble acts of liberation, understanding of alterity were generated. Likewise, it was encouraged that as teachers we reflect on our pedagogical practice to understand reading as an act of freedom and not of oppression or repression. |
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