Experiencias de estudiantes de sexto año básico a partir de una secuencia didáctica que desarrolla la lectura crítica de noticias
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Fecha
2021
Profesor/a Guía
Facultad/escuela
Idioma
es
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Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este artículo pretende indagar acerca de la experiencia de un grupo de estudiantes de
Sexto básico de un colegio subvencionado sobre la lectura crítica de noticias antes y
después de la implementación de una secuencia didáctica de autoría propia. Para ello se
implementaron nueve sesiones en dos cursos del nivel mencionado, integrando grupos
focales en el inicio y en el final de la secuencia. Los resultados arrojaron que los
estudiantes lograron mejorar la comprensión estructural de la noticia y acercarse a la
criticidad lectora a través del análisis de operaciones ficcionalizantes y claves
autentificantes que utiliza este género discursivo para dejar entrever intencionalidad y
carga ideológica. Se espera que este proyecto sirva como puente entre la comprensión de
las noticias como genero discursivo propuesta por el currículo de segundo ciclo básico y
la enseñanza media, sin restringir la lectura crítica a niveles terminales.
This article aims to review and analyze the experience of a group of fifth grade students from a subsidized school on the critical reading of news before and after the implementation of a didactic sequence of our own authorship. For this purpose, nine sessions were implemented in two courses of the aforementioned level, integrating focus groups at the start and end of said sequence implementation. The results obtained from these instances showed that most of the students were able to improve their structural understanding of the news as well as their approach to critical literacy through an analysis grounded in both fictionalizing operations and authenticating keys, used by this discursive genre to hint at its implied intentionality and ideological charge. This project expects to serve as a bridge between the understanding of news as a discursive genre proposed by elementary and high school curriculum, without restricting critical reading itself to terminal.
This article aims to review and analyze the experience of a group of fifth grade students from a subsidized school on the critical reading of news before and after the implementation of a didactic sequence of our own authorship. For this purpose, nine sessions were implemented in two courses of the aforementioned level, integrating focus groups at the start and end of said sequence implementation. The results obtained from these instances showed that most of the students were able to improve their structural understanding of the news as well as their approach to critical literacy through an analysis grounded in both fictionalizing operations and authenticating keys, used by this discursive genre to hint at its implied intentionality and ideological charge. This project expects to serve as a bridge between the understanding of news as a discursive genre proposed by elementary and high school curriculum, without restricting critical reading itself to terminal.
Notas
Investigación (Magíster en Comprensión Lectora y Producción de Textos)
Palabras clave
Lectura Crítica, Comprensión de Lectura, Enseñanza Básica