TEACHING PRACTICE IN THE TEACHING OF READING IN SECONDARY BASIC EDUCATION

Abstract

The purpose of this research is to describe the teaching practice of the Spanish language teachers of official schools in the city of Duitama, Boyacá, Colombia, in the teaching of academic reading in Secondary Basic Education. A theoretical framework is built based on the socio-discursive interactionism described by Bronckart and a systemic vision of Tikunoff, to understand the teaching practice. Relevant concepts for analysis such as Chevallard's didactic transposition, the constructed meanings of Fierro, the knowledge and actions of Tardif, Martínez and Ruano are involved. Regarding the reading, authors of Spanish tradition are retaken who have contributed, in terms of strategies, Sánchez and García, Solé, in the critical reading and of Cassany technological means. In Latin America, Carlino and Roni are based on the argument about academic reading at the University and at school. The study is part of the interpretative paradigm, of a qualitative approach and research design of multiple case studies. As a result, the way in which the teaching actions of academic reading in the classroom, the constructed meanings and knowledge that support them are interpreted and understood.