Una mirada más global para entender la lectura desde la perspectiva de los lectores
Fecha
2020
Autores
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Editor
Universidad Antonio Ruiz de Montoya
Resumen
Desde aproximadamente la década de los 60, numerosos teóricos han presentado modelos y concepciones sobre la lectura. Actualmente, la formación de lectores es uno de los objetivos socioeducativos más relevantes asignados a la escuela y constituye la preocupación central de la didáctica de la literatura. En este contexto, las diversas concepciones vinculadas a la lectura impactan de manera significativa en su enseñanza. El presente artículo tiene como objetivo identificar los enfoques desde los cuales se ha construido el concepto de lectura. Para esta revisión bibliográfica se consultaron cuatro fuentes principales, a partir de las cuales se reconocieron tendencias. En el análisis se consideraron aspectos como el idioma, el género textual, la frecuencia de citación en las fuentes y el sesgo de género predominante. Finalmente, se concluye que la literatura existente sobre el concepto de lectura describe enfoques teóricos enmarcados en la psicología cognitiva y en el enfoque sociocultural, los cuales no son contradictorios sino complementarios.
Since approximately the 1960s, many theorists have presented models and conceptions about reading. Nowadays, reader formation is one of the main socio-educational objectives assigned to schools and is the central concern of literature didactics. In this context, the different conceptions linked to reading significantly influence how it is taught. The objective of this article is to identify the approaches from which the concept of reading has been constructed. Four primary sources were consulted for this bibliographic review, from which trends were recognized. Aspects such as language, textual genre, citation frequency, and prevailing gender bias were considered in the analysis. Finally, it is concluded that the existing literature around the concept of reading describes theoretical approaches framed within cognitive psychology and the sociocultural approach, which are not contradictory but complementary.
Since approximately the 1960s, many theorists have presented models and conceptions about reading. Nowadays, reader formation is one of the main socio-educational objectives assigned to schools and is the central concern of literature didactics. In this context, the different conceptions linked to reading significantly influence how it is taught. The objective of this article is to identify the approaches from which the concept of reading has been constructed. Four primary sources were consulted for this bibliographic review, from which trends were recognized. Aspects such as language, textual genre, citation frequency, and prevailing gender bias were considered in the analysis. Finally, it is concluded that the existing literature around the concept of reading describes theoretical approaches framed within cognitive psychology and the sociocultural approach, which are not contradictory but complementary.
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
