Tertulias Dialógicas Literarias como un aporte al fomento de la lectura de los estudiantes de Educación Básica Superior de la Escuela Manuel Muñoz Cordero de Azogues

Abstract

The development of reading as a sociocultural competence makes it possible to give meaning to reality and to be a participant in it, beyond simply decoding texts. During the pre-professional internship, the researchers took part as participant observers of the subject of Language and Literature in a classroom in the Tenth Year of Upper Basic Education. Some aspects such as the limited time to establish interpretations of the readings in class, the absence of a physical space for reading in the institution, the importance of resuming reading projects by teachers, together with the interest and pleasure of the students to participate in reading activities invited to question the contribution of Language & Literature to promote reading among the students. Therefore, the purpose of the study was to determine the impact of a proposal of literary dialogic gatherings that favor the promotion of reading in this group of students. This qualitative study with an interpretative approach used data collection instruments such as a documentary analysis guide, a diagnostic survey to determine the students' reading profile and an interview guide with the teacher of the subject. Subsequently, with the participation of the teacher and the interns, a guide of activities on literary gatherings was planned based on the results obtained previously. The proposal had four sessions and its impact was determined through the coordinators' observation form and a student satisfaction survey.