Social representations of reading in teachers at primary level
Abstract
This article aims to present the findings of research on social representations of reading, found in educational level of primary state of Mexico. The methodological process focused from an interpretative qualitative approach through the use of the questionnaire and the interview in depth. Analysis of empirical data showed that, respectively, at personal, school, family and social levels, the reading is interpreted as: intimate activity, therapeutic activity, recreational activity, documentary support to educational work, tool of autonomous learning, teaching resources for the training values, expressive activity, leisure activity, contagious activity, activity of joint, practical choice socialisation of the written heritage, tool of domestic communication, strengthening citizenship and complex activity secondary activity. The set of representations are configured in these areas suggest that reading is a multidimensional, discontinuous and polysemic teaching practice.
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References
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