Los estudiantes del Profesorado de Lengua y Literatura de Institutos Superiores de Formación Docente (ISFD) y sus representaciones acerca de la lectura.
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2015-06
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El objetivo de esta investigación es describir las representaciones de alumnos del Profesorado para
la enseñanza secundaria en Lengua y Literatura de ISFD. El corpus de análisis se constituye por un
conjunto de encuestas que se realizaron a alumnos de 1°, 2° y 3° año durante las clases prácticas de
materias específicas en la carrera. El marco teórico de esta investigación toma en consideración el
concepto de comunidad de A. Finocchio (2013), que pone en movimiento la relación entre las
prácticas de lectura y escritura y la configuración de identidades profesionales ya que aún hoy
comprobamos que los modos de leer y de escribir no sólo definen una manera de vincularse entre
los miembros de una comunidad, sino también la transmisión de un saber compartido. Nociones de
lectura en el nivel superior como las de Paula Carlino (2005) y Andrea Brito (2004) son relevantes
en la realización del presente trabajo. En este sentido, observamos que en los ISFD, los alumnos
traen consigo representaciones sobre la lectura previas ligadas a imaginarios sociales y factores
Actas Congreso Nacional Subsede Cátedra Unesco UNR – octubre 2014
culturales, ideas que de alguna manera, conforman notas diferenciadoras de una comunidad
profesional en relación a otras. Podemos concluir, no de manera definitiva, que la lectura para los
estudiantes tiene un valor instrumental, dirigida al estudio y a la información, la relacionan
exclusivamente con la transmisión de conocimientos, lo que carece de la base necesaria para hablar
de hábito lector, la lectura está asociada a una práctica devoradora de libros solo para aprender.
Ante esta situación el docente se enfrenta a grandes desafíos, uno de ellos, fomentar una práctica
lectora activa que lleve asociadas las operaciones interpretativas, críticas e inferenciales.
The purpose of the following research paper is to describe the representations of students belonging to the career in Language and Literature at ISFD. The corpus for analysis consists of a number of surveys conducted on students who are doing the first, second and third years during their practical lessons on specific or disciplinary subjects of their career. The theoretical frame of this research takes into consideration the concept of Community as proposed by A. Finnochio (2013). The mentioned concept relates the reading and writing practices and the configuration of professional identities since we confirm that the reading and writing modes not only do define the way in which the members of a specific community interact to each other, but also the transmission of a shared knowledge. Notions of Reading during higher education as those proposed by P. Carlino and A. Brito (2004) are relevant to the elaboration of the following paper. In this sense, we observe that at the ISFD, students have internalized representations about previous readings which are connected to societal ways of thinking and cultural factors, ideas that in someway, are typical of a professional community in relation to others. We can conclude, not conclusively, that the reading habits in students do have an instrumental value which is directed to studying and the acquisition of information. Students tend to relate exclusively the practice of reading to the transmission of knowledge which does not provide a solid foundation for effective reading habits. Reading is usually associated with a frenetic practice just aimed at the acquisition of a specific knowledge. At this situation, teachers are faced with the challenge of encouraging students towards acquiring active reading practices which suggest interpretative, critical and inferencial operations.
The purpose of the following research paper is to describe the representations of students belonging to the career in Language and Literature at ISFD. The corpus for analysis consists of a number of surveys conducted on students who are doing the first, second and third years during their practical lessons on specific or disciplinary subjects of their career. The theoretical frame of this research takes into consideration the concept of Community as proposed by A. Finnochio (2013). The mentioned concept relates the reading and writing practices and the configuration of professional identities since we confirm that the reading and writing modes not only do define the way in which the members of a specific community interact to each other, but also the transmission of a shared knowledge. Notions of Reading during higher education as those proposed by P. Carlino and A. Brito (2004) are relevant to the elaboration of the following paper. In this sense, we observe that at the ISFD, students have internalized representations about previous readings which are connected to societal ways of thinking and cultural factors, ideas that in someway, are typical of a professional community in relation to others. We can conclude, not conclusively, that the reading habits in students do have an instrumental value which is directed to studying and the acquisition of information. Students tend to relate exclusively the practice of reading to the transmission of knowledge which does not provide a solid foundation for effective reading habits. Reading is usually associated with a frenetic practice just aimed at the acquisition of a specific knowledge. At this situation, teachers are faced with the challenge of encouraging students towards acquiring active reading practices which suggest interpretative, critical and inferencial operations.
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representaciones, lecturas, trayectorias