Publication: Las obras literarias en la Educación Infantil y Primaria. Revisión de la percepción docente como mediadores del proceso lector
Authors
López López, Andrea
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Publisher
Comunidad Autónoma de la Región de Murcia, Consejería de Educación y Cultura, Servicio de Publicaciones
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Las disposiciones legales siempre han sabido guardar un cálido lugar a la Lengua Castellana y la Literatura, así como los programasy planesescolares. Sin embargo,estudios internacionesrealizados en 2011 y 2016(Progressin International Reading Literacy Study; PIRLS) han puesto de manifiesto que la competencia lectora sigue siendo una materia pendiente para el alumnado de la escolaridad obligatoria, situándose de forma desaventajadaEspaña respecto al resto de países tenidos en cuenta. A medida que transcurren los años de escolarización, el alumnado presenta cada vez una actitud másdesvinculada de los textos literarios. En respuesta surge el presente estudio, teniendo por finalidad conocer cuáles son los criterios seguidos por los docentes en la selección de obras para la animación lectora. El estudio ha tomado como referencia a 54 docentes pertenecientes aEducación Infantil y Educación Primariade 3 centroseducativos públicos. Como instrumentode recogida de información se ha empleadoun cuestionario cerrado.El análisis de datos se ha llevado a cabo a través del programa SPSS. En síntesis, los resultados abalan que los docentesmuestran implicación en la materia tratada, aunque, dependiendo de la etapa educativa, siguen diferentes criterios para seleccionarlas obras literarias.
The legal provisions have always been able to keep a warm place for Spanish Language and Literature, as well as school programs and plans. However, international studies carried outin 2011 and 2016 (Progress in International Reading Literacy Study; PIRLS) have shown that reading literacy continues to be a pending subject for students in compulsory schooling, with Spain being at a disadvantage compared to the other countries taken into account. As the years of schooling go by, students show an increasingly disengaged attitude towards literary texts. In response, the present study was undertaken with the aim of finding out the criteria followed by today's teachers in the selection of works for literary animation. The study has taken as a reference 54 teachers belonging to Pre-school and Primary Education in 3 public schools. A closed-ended questionnaire was used as an instrument for collecting information.Data analysis was carried out using the SPSS program. In summary, the results indicate that teachers show involvement in the subject matter, although, depending on the educational stage in which they are placed, they follow different criteria to evaluateselectliterary works.
The legal provisions have always been able to keep a warm place for Spanish Language and Literature, as well as school programs and plans. However, international studies carried outin 2011 and 2016 (Progress in International Reading Literacy Study; PIRLS) have shown that reading literacy continues to be a pending subject for students in compulsory schooling, with Spain being at a disadvantage compared to the other countries taken into account. As the years of schooling go by, students show an increasingly disengaged attitude towards literary texts. In response, the present study was undertaken with the aim of finding out the criteria followed by today's teachers in the selection of works for literary animation. The study has taken as a reference 54 teachers belonging to Pre-school and Primary Education in 3 public schools. A closed-ended questionnaire was used as an instrument for collecting information.Data analysis was carried out using the SPSS program. In summary, the results indicate that teachers show involvement in the subject matter, although, depending on the educational stage in which they are placed, they follow different criteria to evaluateselectliterary works.
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Citation
Revista de educación, innovación y formación: REIF, V. 5, 2021
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