El taller de lectura, una estrategia didáctica para propiciar la práctica social de la lectura, en los estudiantes del grado quinto de la Institución Educativa Juan de Dios Cock

Abstract

The present qualitative research, based on a Critical Interpretation Approach and in the phases of Participatory Action Research, was carried out at the Juan de Dios Cock Educational Institution, with the group 5 ° 1, in order to contribute to the resignification of the reading at school, looking to assume it as a social practice. This study started from the identification of the students' attitudes, perceptions and reading practices, for the design and implementation of the Reading Workshop as a didactic strategy that fostered the interaction with different discursive genre and textual typologies, bringing them closer to the different functions fulfilled by the reading. For the analysis of the information the voices of the students, the conceptual referents and the interpretation of the investigating teachers were considered, all this, in relation with the research categories: To read, reading, reading practices and reading functions. This led to the creation of critical pedagogical reflections, one directed to the teacher to question his/her role in the training of readers and another, the students to invite them to be trained as a readers, not only succeed in the academic field, but also in his/her role as participant subject of a society.