La construcción de hábitos de lectura en estudiantes del grado octavo de la Institución Educativa Rural Granada de la vereda Malpaso del municipio de Manizales
Fecha
2025
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Universidad de Manizales; Fundación Centro Internacional de Educación y Desarrollo Humano (CINDE)
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Resumen
La presente investigación, desarrollada en el marco de la Maestría en Educación y Desarrollo Humano, tuvo como objetivo comprender los hábitos de lectura de los estudiantes de grado octavo en la Institución Educativa Rural Granada. Desde un enfoque cualitativo con diseño etnográfico, se exploraron las estrategias pedagógicas implementadas por los docentes, los hábitos lectores identificados en los estudiantes y la relación existente entre ambos aspectos, con el propósito de establecer los factores que inciden en la construcción y fortalecimiento del hábito lector en contextos rurales.
La información se recolectó mediante entrevistas dialogadas con docentes, observaciones, revisión documental, talleres con estudiantes lo que permitió una aproximación profunda y contextualizada a las prácticas escolares y comunitarias relacionadas con la lectura. Los resultados revelan que el desarrollo del hábito lector en estos entornos está mediado por una serie de elementos emocionales, culturales y pedagógicos que influyen de manera significativa en la disposición de los estudiantes hacia la lectura.
A pesar de que se evidencian actitudes positivas frente al acto de leer, persisten obstáculos como el acceso limitado a materiales, la escasa participación de las familias en los procesos formativos y la carencia de espacios que estimulen el gusto por la lectura. En este sentido, el rol docente se posiciona como un eje fundamental para el acompañamiento, la motivación y la creación de ambientes propicios para la formación de lectores autónomos y críticos.
Se concluye que el fortalecimiento del hábito lector en zonas rurales requiere no solo de estrategias pedagógicas creativas y contextualizadas, sino también del compromiso institucional por garantizar condiciones sostenibles que favorezcan prácticas lectoras significativas orientadas al desarrollo integral de los estudiantes.
This research, carried out within the framework of a Master’s in Education and Human Development, aimed to understand the reading habits of eighth-grade students at Institución Educativa Rural Granada. Adopting a qualitative approach with an ethnographic design, the study examined the pedagogical strategies implemented by teachers, the students’ reading habits, and the relationship between these two dimensions, with the purpose of identifying the factors that influence the formation and consolidation of reading habits in rural contexts. Data collection was conducted through dialogued interviews with teachers, observations, documentary review, workshops with students, enabling a comprehensive and contextualized understanding of school and community practices related to reading. The findings indicate that the development of reading habits is significantly shaped by emotional, cultural, and pedagogical factors that influence students' engagement with reading. Although students exhibit a generally positive attitude toward reading, various challenges persist, including limited access to reading materials, minimal family involvement, and the lack of environments that encourage reading as a pleasurable and meaningful experience. Within this scenario, the teacher’s role emerges as central in accompanying and motivating students, as well as fostering conducive spaces for the formation of autonomous and critical readers. The study concludes that promoting reading habits in rural areas demands not only creative and context-aware pedagogical strategies, but also a solid institutional commitment to ensuring conditions that support meaningful and sustainable reading practices aimed at students’ holistic development.
This research, carried out within the framework of a Master’s in Education and Human Development, aimed to understand the reading habits of eighth-grade students at Institución Educativa Rural Granada. Adopting a qualitative approach with an ethnographic design, the study examined the pedagogical strategies implemented by teachers, the students’ reading habits, and the relationship between these two dimensions, with the purpose of identifying the factors that influence the formation and consolidation of reading habits in rural contexts. Data collection was conducted through dialogued interviews with teachers, observations, documentary review, workshops with students, enabling a comprehensive and contextualized understanding of school and community practices related to reading. The findings indicate that the development of reading habits is significantly shaped by emotional, cultural, and pedagogical factors that influence students' engagement with reading. Although students exhibit a generally positive attitude toward reading, various challenges persist, including limited access to reading materials, minimal family involvement, and the lack of environments that encourage reading as a pleasurable and meaningful experience. Within this scenario, the teacher’s role emerges as central in accompanying and motivating students, as well as fostering conducive spaces for the formation of autonomous and critical readers. The study concludes that promoting reading habits in rural areas demands not only creative and context-aware pedagogical strategies, but also a solid institutional commitment to ensuring conditions that support meaningful and sustainable reading practices aimed at students’ holistic development.
Descripción
Palabras clave
Educación rural, Estrategias pedagógicas, Comprensión lectora, Etnografía educativa, Educación y pedagogía
