Factores influyentes en la implementación de un plan lector en el nivel medio mayor de un jardín infantil vía transferencia de fondos Junji de la comuna de Lampa
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Fecha
2017
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
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Licencia CC
Licencia CC
Resumen
En Chile y el mundo hay una gran preocupación por los bajos resultados
relacionados con el área de la comprensión lectora en las pruebas estandarizadas
como PISA como informe global y SIMCE en el caso nacional. ¿Qué factores han
influido en estos resultados?, que de forma tan evidente marcan enormes
diferencias en el desarrollo de las habilidades en las competencias lectoras de
niños y adultos en Chile. ¿Qué se debe potenciar para que los lectores en Chile
puedan alcanzar un mejor nivel de lectura? Y no continuar con altos índices de
lectores con un nivel básico. Para llegar a una posible respuesta se hizo una
revisión bibliográfica del Plan Nacional de la Lectura, planes lectores de otros
países de Latinoamérica analizados por CERLALC y otros programas estudiados
por la red Eurydice. Se inició el fundamento teórico con bases en las implicancias
que tiene la lectura para el sujeto que lee, los aspectos que intervienen y se
desarrollan junto a la evolución de las habilidades de comprensión lectora y se
realizó un análisis del panorama nacional de la lectura en Chile y de las principales
estrategias de comprensión lectora utilizadas y recomendadas por autores como
Solé y Swartz.
Para completar el estudio se realizó una investigación de tipo cualitativa en una
institución de educación parvularia en la comuna de Lampa, en un nivel medio
mayor a través de notas de campo y entrevistas al personal de la institución. Los
resultados del análisis del estudio no fueron muy alentadores y reflejaron el poco
trabajo que se realiza de forma objetiva, constante y profesional para el desarrollo
de las habilidades lectoras desde una temprana edad. Se evidenció falta de
formación y capacitación por parte del personal en el área de la lectura, falta de
prácticas de estrategias de comprensión lectora y ausencia de reflexión y
evaluación de las actividades pedagógicas relacionadas con el área.
Se concluye con el trabajo que estas prácticas son un reflejo general de lo que
ocurre en algunas instituciones educativas de Chile y que la falta de formación y
capacitación no es una prioridad del estado. Lo que lleva a malas prácticas
educativas. Ha tenido la intención el presente trabajo de demostrar y dar a
conocer que hay factores más relevantes que influyen en la implementación de un
plan lector, más que el mismo plan o programa que se utilice, que según las
experiencias y resultados de otros países mejoran el desarrollo de las habilidades
de comprensión lectora, estos factores son:
Formación del profesorado, el interés por la lectura que desarrolla y demuestra el
modelo lector, el apoyo que se le da a los estudiantes que presentan dificultades,
y la evaluación: Estos son los factores que finalmente van a influir en la
implementación de un plan lector exitoso. Factores que según la propuesta y
análisis que éste estudio ha realizado, requieren ser prioridad de parte del estado
y de las instituciones educativas.
In Chile and the world there is a great concern for the low results related to the reading comprehension area in standardized tests such as PISA as a global report and SIMCE in the national case. What factors have influenced these results? Which in a obviously way make huge differences in the development of skills, in the reading skills of children and adults in Chile. What should be strengthened so that readers in Chile can achieve a better level of reading? And don’t continue with high rates of readers with a basic level. To get a possible answer, was made a bibliographical review of the National reading plan, reading plans from other Latin American countries analyzed by CERLALC and other programs studied by the Eurydice network. The theoretical foundation was started with bases in the implications that the reading has for the subject that reads, the facts that take part and develop with the evolution of reading comprehension skills and performed an analysis of the national situation of reading in Chile and of the main reading comprehension skills used and recommended by authors such as Solé and Swartz. To complete the investigation, a qualitative research was carried out in a institution of elementary (Preschool) education in the commune of Lampa, at a medium higher levelthrough sites notes and interviews with the staff of the institution. The results of the analysis were not very encouraging and showed the little work done in an objective form, constant and professional way for the development of reading skills from an early age. There was evidence of lack of training by the staff in the area of reading, lack of reading comprehension strategies and lack of reflection and evaluation of pedagogical activities related to the area. It concludes with the work that these practices are a general reflection of what happens in some educational institutions of Chile and that the lack of training is not a priority of the government. What leads to wrong educational practices. this work has had the intention of demonstrating and making known that there are more relevant factors that influence the implementation of a reading plan, rather than the same program or plan used, which according to the experiences and results of other countries , improve the development of reading comprehension skills, these factors are: Teacher training, interest in reading that develops and demonstrates the reader model, the support given to students who present difficulties, and the evaluation. These are the factors that finally will influence the implementation of a successful reader plan. Factors that according to the offer and analysis that this study has done, need to be a priority on the part of the state and educational institutions.
In Chile and the world there is a great concern for the low results related to the reading comprehension area in standardized tests such as PISA as a global report and SIMCE in the national case. What factors have influenced these results? Which in a obviously way make huge differences in the development of skills, in the reading skills of children and adults in Chile. What should be strengthened so that readers in Chile can achieve a better level of reading? And don’t continue with high rates of readers with a basic level. To get a possible answer, was made a bibliographical review of the National reading plan, reading plans from other Latin American countries analyzed by CERLALC and other programs studied by the Eurydice network. The theoretical foundation was started with bases in the implications that the reading has for the subject that reads, the facts that take part and develop with the evolution of reading comprehension skills and performed an analysis of the national situation of reading in Chile and of the main reading comprehension skills used and recommended by authors such as Solé and Swartz. To complete the investigation, a qualitative research was carried out in a institution of elementary (Preschool) education in the commune of Lampa, at a medium higher levelthrough sites notes and interviews with the staff of the institution. The results of the analysis were not very encouraging and showed the little work done in an objective form, constant and professional way for the development of reading skills from an early age. There was evidence of lack of training by the staff in the area of reading, lack of reading comprehension strategies and lack of reflection and evaluation of pedagogical activities related to the area. It concludes with the work that these practices are a general reflection of what happens in some educational institutions of Chile and that the lack of training is not a priority of the government. What leads to wrong educational practices. this work has had the intention of demonstrating and making known that there are more relevant factors that influence the implementation of a reading plan, rather than the same program or plan used, which according to the experiences and results of other countries , improve the development of reading comprehension skills, these factors are: Teacher training, interest in reading that develops and demonstrates the reader model, the support given to students who present difficulties, and the evaluation. These are the factors that finally will influence the implementation of a successful reader plan. Factors that according to the offer and analysis that this study has done, need to be a priority on the part of the state and educational institutions.
Notas
Seminario (Magíster en Educación Inicial mención Didáctica de las Matemáticas y el Lenguaje)
Palabras clave
Lectura, Enseñanza Preescolar, Jardines Infantiles, Chile, Lampa