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...

Full description

Autores:

Tipo de recurso:

Fecha de publicación:: 2022

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

id	REPOUPTC2_d2dc2254bf872048b6bb58ab369c9602
oai_identifier_str	oai:repositorio.uptc.edu.co:001/11588
network_acronym_str	REPOUPTC2
network_name_str	RiUPTC: Repositorio Institucional UPTC
repository_id_str
spelling	2022-11-012024-07-05T18:24:40Z2024-07-05T18:24:40Zhttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/1299910.19053/0120-7105.eyc.2022.26.e12999https://repositorio.uptc.edu.co/handle/001/11588This 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.application/pdftext/htmltext/xmlapplication/epub+zipspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12322https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12324https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12873https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999/12323Derechos de autor 2022 Educación y Cienciahttp://purl.org/coar/access_right/c_abf2Educación y Ciencia; Vol. 26 (2022)2805-6655experiencialecturametodologíadiversidadEscuela multigradoMultigrade schoolexperiencereadingmethodologydiversityEscola multigraduadaexperiêncialendometodologiadiversidadeReading, an inclusive process in the multigrade classroomLeer, un proceso incluyente en el aula multigradoLeitura, um processo inclusivo na sala de aula multigraduadainfo:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Chaparro, Rudth001/11588oai:repositorio.uptc.edu.co:001/115882025-07-18 11:11:43.88metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv	Reading, an inclusive process in the multigrade classroom
dc.title.es-ES.fl_str_mv	Leer, un proceso incluyente en el aula multigrado
dc.title.pt-BR.fl_str_mv	Leitura, um processo inclusivo na sala de aula multigraduada
title	Reading, an inclusive process in the multigrade classroom
spellingShingle	Reading, an inclusive process in the multigrade classroom experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade
title_short	Reading, an inclusive process in the multigrade classroom
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_sort	Reading, an inclusive process in the multigrade classroom
dc.subject.es-ES.fl_str_mv	experiencia lectura metodología diversidad Escuela multigrado
topic	experiencia lectura metodología diversidad Escuela multigrado Multigrade school experience reading methodology diversity Escola multigraduada experiência lendo metodologia diversidade
dc.subject.en-US.fl_str_mv	Multigrade school experience reading methodology diversity
dc.subject.pt-BR.fl_str_mv	Escola multigraduada experiência lendo metodologia diversidade
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.
publishDate	2022
dc.date.accessioned.none.fl_str_mv	2024-07-05T18:24:40Z
dc.date.available.none.fl_str_mv	2024-07-05T18:24:40Z
dc.date.none.fl_str_mv	2022-11-01
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.coarversion.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999 10.19053/0120-7105.eyc.2022.26.e12999
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/11588
url	https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/12999 https://repositorio.uptc.edu.co/handle/001/11588
identifier_str_mv	10.19053/0120-7105.eyc.2022.26.e12999
dc.language.none.fl_str_mv	spa
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	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
dc.rights.es-ES.fl_str_mv	Derechos de autor 2022 Educación y Ciencia
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv	Derechos de autor 2022 Educación y Ciencia http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv	application/pdf text/html text/xml application/epub+zip
dc.publisher.es-ES.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.es-ES.fl_str_mv	Educación y Ciencia; Vol. 26 (2022)
dc.source.none.fl_str_mv	2805-6655
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
repository.mail.fl_str_mv	repositorio.uptc@uptc.edu.co
_version_	1839633865403006976

Reading, an inclusive process in the multigrade classroom

Publicaciones similares