Trayectorias personales de lectura: autobiografías lectoras de estudiantes de pedagogía en una universidad chilena
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- Statement of Responsibility:
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Merino, Carolina
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Journal article
- Jazyk:
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Spanish; Castilian
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text (article)
- Vydáno:
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2020
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Álabe: Revista de Investigación sobre Lectura y Escritura ISSN 2171-9624 Nº. 22, 2020 (Ejemplar dedicado a: julio - diciembre)
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In recent years, studies about teachers'reading practices have emerged, based onthe assumption that future reading mediationis related to their own trajectory in this field.In this context, a qualitative research was developedthat analyzes 279 reading autobiographieswritten by eight generations of Chileanpedagogy students, throughout the last decade.This exploratory and diachronic studyworked with the "life stories" technique tocollect information about the personal trajectoriesand forms of reading appropriation. Thedata was addressed by means of mixed analysis(statistical and of content) that establishedstructural categories and subcategories relatedto the reading experiences in pre-school,primary, secondary and university education;the moments and places where the readingtakes place; the mediators role and the valueattributed to literature. The main results highlightthe centrality of shared reading, the familymembers acting as mediators and the limitedparticipation of the school and the library inthis task. The reason would lay in the compulsorynature of reading in the school context,taking it away from pleasure and aesthetic enjoyment.