Reading, an inclusive process in the multigrade classroom
This article reflects on the experience of teaching and learning reading with children considered inclusive in a multigrade classroom. A qualitative interpretative approach was used. The results show the importance of accepting the plurality of meanings that a text can have according to the particul...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2022
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999 |
| _version_ | 1801706633653387264 |
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| author | Chaparro, Rudth |
| author_facet | Chaparro, Rudth |
| author_sort | Chaparro, Rudth |
| collection | OJS |
| description | This article reflects on the experience of teaching and learning reading with children considered inclusive in a multigrade classroom. A qualitative interpretative approach was used. The results show the importance of accepting the plurality of meanings that a text can have according to the particular reading experience of each child. Teaching practices do not yet orient reading as the enjoyment of a personal space, but are based on the design of playful strategies for the comprehension of meanings, which excludes the understanding of the realities, interests and needs of the students. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12999 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2022 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-129992023-05-09T22:46:20Z Reading, an inclusive process in the multigrade classroom Leer, un proceso incluyente en el aula multigrado Leitura, um processo inclusivo na sala de aula multigraduada Chaparro, Rudth experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade This article reflects on the experience of teaching and learning reading with children considered inclusive in a multigrade classroom. A qualitative interpretative approach was used. The results show the importance of accepting the plurality of meanings that a text can have according to the particular reading experience of each child. Teaching practices do not yet orient reading as the enjoyment of a personal space, but are based on the design of playful strategies for the comprehension of meanings, which excludes the understanding of the realities, interests and needs of the students. Este artículo reflexiona sobre la experiencia de enseñanza y aprendizaje de la lectura con niños considerados de inclusión en un aula multigrado. Se utilizó un enfoque cualitativo interpretativo. Los resultados muestran la importancia de aceptar la pluralidad de sentidos que puede tener un texto de acuerdo a la experiencia particular de cada niño al leer. Las prácticas de enseñanza aún no orientan la lectura como el disfrute de un espacio personal, sino que se basan en el diseño de estrategias lúdicas para la comprensión de significados, lo cual excluye la comprensión sobre las realidades, intereses y necesidades de los estudiantes. significados antes que la relación con las experiencias de los estudiantes. Este artigo reflete sobre a experiência de ensinar e aprender a ler com crianças consideradas inclusivas em uma sala de aula de vários graus. Foi utilizada uma abordagem interpretativa qualitativa. Os resultados mostram a importância de aceitar a pluralidade de significados que um texto pode ter de acordo com a experiência de leitura particular de cada criança. As práticas de ensino ainda não são orientadas para a leitura como o gozo de um espaço pessoal, mas se baseiam no desenho de estratégias lúdicas para a compreensão dos significados, o que exclui a compreensão das realidades, interesses e necessidades dos estudantes. Universidad Pedagógica y Tecnológica de Colombia 2022-11-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html text/xml application/epub+zip https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999 10.19053/0120-7105.eyc.2022.26.e12999 Educación y Ciencia; Vol. 26 (2022) 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12322 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12324 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12873 https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12323 Derechos de autor 2022 Educación y Ciencia |
| spellingShingle | experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade Chaparro, Rudth Reading, an inclusive process in the multigrade classroom |
| title | Reading, an inclusive process in the multigrade classroom |
| title_alt | Leer, un proceso incluyente en el aula multigrado Leitura, um processo inclusivo na sala de aula multigraduada |
| title_full | Reading, an inclusive process in the multigrade classroom |
| title_fullStr | Reading, an inclusive process in the multigrade classroom |
| title_full_unstemmed | Reading, an inclusive process in the multigrade classroom |
| title_short | Reading, an inclusive process in the multigrade classroom |
| title_sort | reading an inclusive process in the multigrade classroom |
| topic | experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade |
| topic_facet | experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999 |
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