Una mirada más global para entender la lectura desde la perspectiva de los lectores
Fecha
2020
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Universidad Antonio Ruiz de Montoya
Resumen
Aproximadamente desde la década de los 60, muchos teóricos han presentado modelos y conceptuaciones sobre la lectura. Hoy en día, la formación de lectores conforma uno de los objetivos socioeducativos más destacados asignados a la escuela y se inscribe como la preocupación central de la didáctica de la literatura. En este contexto, las diferentes conceptuaciones asociadas a la lectura repercuten de manera significativa en la enseñanza de la misma. El presente artículo tiene como objetivo identificar los enfoques desde los cuales se ha construido el concepto de lectura. Para esta revisión bibliográfica se ha recurrido a cuatro fuentes principales que, a partir de la sistematización de las mismas, se han reconocido tendencias. Para su análisis se ha considerado aspectos como el idioma, el género textual, la frecuencia con que es citada en las diversas fuentes y el sesgo de género predominante. Finalmente, se concluye que la literatura existente en torno al concepto de lectura describe los enfoques teóricos que se enmarcan dentro de la psicología cognitiva y desde el enfoque sociocultural las cuales no son contradictorias sino complementarias.
Aproximatelly, since the sixties decade, many theorics have presented models and conceptions about reading. Now a days, readers formation is one of the main socioeducative objectives that is in charge of school and it is the main preoccupation of literature didactics. In this context, the different conceptions linked to reading influence significantly over the way it is thaught.The objective of this article is to identify the approaches on which the concept of reading has been built. Four sources have been consulted for this bibliographic review. Since them, some trends have been recognized. Aspects such as the language, the textual genre, the citation frequency and the prevailing genre bias were considered to analyze in this investigation. Finally, as a conclusion, the existing literature around the concept reading describes the theorical approaches that are inscribed in the cognitive phycology field and the sociocultural approach, which are not contradictory. They complement each other.
Aproximatelly, since the sixties decade, many theorics have presented models and conceptions about reading. Now a days, readers formation is one of the main socioeducative objectives that is in charge of school and it is the main preoccupation of literature didactics. In this context, the different conceptions linked to reading influence significantly over the way it is thaught.The objective of this article is to identify the approaches on which the concept of reading has been built. Four sources have been consulted for this bibliographic review. Since them, some trends have been recognized. Aspects such as the language, the textual genre, the citation frequency and the prevailing genre bias were considered to analyze in this investigation. Finally, as a conclusion, the existing literature around the concept reading describes the theorical approaches that are inscribed in the cognitive phycology field and the sociocultural approach, which are not contradictory. They complement each other.
Descripción
Palabras clave
Lectura, Enseñanza de la lectura, Bibliografía, Educación
Citación
Rojas, S. (2020). Una mirada más global para entender la lectura desde la perspectiva de los lectores [Trabajo de investigación de bachillerato, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional. https://hdl.handle.net/20.500.12833/2214