Percepción de lo estudiantes de Educación Media acerca de los procesos de enseñanza y aprendizaje de la lectura de los textos literarios complemetarios
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Fecha
2020
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Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
Esta investigación, con enfoque cualitativo, tiene por objetivo analizar las
percepciones de un grupo de estudiantes de educación media acerca de los procesos de
enseñanza y aprendizaje de la lectura basado en textos literarios complementarios,
utilizando el diseño de análisis fenomenológico. En el estudio participaron diez estudiantes
(mujeres) del nivel tercero medio de un liceo particular subvencionado de Chile (R.M), las
cuales a partir de dos entrevistas semiestructuradas individuales y un focus group
comentaron sus apreciaciones y experiencias a partir del proceso de lectura con los textos
complementarios. Los resultados arrojan que las percepciones frente al trabajo realizado
por los profesores (estrategias de enseñanza y aprendizaje) han evolucionado, pero que aún
falta por contemplar aristas motivacionales y emocionales para hacer del proceso de lectura
una instancia de aprendizaje y no solo de evaluación mensual. Se comprueba
narrativamente que el listado de textos literarios complementarios sí tiene un impacto en la
etapa escolar del estudiante, volviéndolo partícipe o no de la lectura. Asimismo, se
demuestra que la comprensión lectora no depende del tipo de texto literario a leer, sino del
vínculo que se cree entre este y el lector. Finalmente, la investigación ofrece argumentos
para analizar el rol del alumnado frente al proceso personal y formativo con la lectura.
This research, with a qualitative approach, aims to analyze the perceptions of a group of high school students about the processes of teaching and learning reading based on complementary literary texts, using the design of phenomenological analysis. Ten students (women) from the third level of a private subsidized high school in Chile participated in the study. Through two semi-structured individual interviews and a focus group, they commented on their perceptions and experiences based on the reading process with the complementary texts. The results show that the perceptions of the work carried out by the teachers (teaching and learning strategies) have evolved, but that motivational and emotional aspects still need to be considered in order to make the reading process an instance of learning and not only of monthly evaluation. It has been proven in a narrative way that the list of complementary literary texts does have an impact on the student's school stage, making him/her a participant or not in the reading process. Likewise, it is demonstrated that reading comprehension does not depend on the type of literary text to be read, but on the link that is created between the reader and the text. Finally, the research offers arguments to analyze the student's role in the personal and formative process of reading
This research, with a qualitative approach, aims to analyze the perceptions of a group of high school students about the processes of teaching and learning reading based on complementary literary texts, using the design of phenomenological analysis. Ten students (women) from the third level of a private subsidized high school in Chile participated in the study. Through two semi-structured individual interviews and a focus group, they commented on their perceptions and experiences based on the reading process with the complementary texts. The results show that the perceptions of the work carried out by the teachers (teaching and learning strategies) have evolved, but that motivational and emotional aspects still need to be considered in order to make the reading process an instance of learning and not only of monthly evaluation. It has been proven in a narrative way that the list of complementary literary texts does have an impact on the student's school stage, making him/her a participant or not in the reading process. Likewise, it is demonstrated that reading comprehension does not depend on the type of literary text to be read, but on the link that is created between the reader and the text. Finally, the research offers arguments to analyze the student's role in the personal and formative process of reading
Notas
Tesis (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Educación Media, Estrategías de Lectura., Estrategias de Enseñanza, Santiago, Chile