El proceso de lectura conjunta de cuentos infantiles Estudio comparado en España y México

Abstract

Before the shortage of investigations around the discursive mechanisms that promote the knowledge shared, it is done necessary to continue the investigation around the educational strategies that promote the construction joint of the knowledge among the students. Two teachers, under a same task of discussion, they assume different goals that are going to influence in the elaboration of diverse strategies of construction of the knowledge. This article themselves center in the process of joint elaboration of the information. For it: (1) We devise a categories of analysis that permit to deepen in the joint construction of the knowledge from the reading of stories; (2) We offer the description of diverse didactic sequences in function of this system of observation, and (3) We analyze
and we compare the evolution of the strategies of interaction, unfolded in the two groups observed, by the teachers and on the part of the students.
The sample is formed by two classes of two public schools of Burgos (Spain), and Tampico (México). In each class 6 groups of 3 children are observed. The decision on what children they form part of each group has delegated itself in the teachers. The joint analysis offers a very useful difference between two strategies of learning, that are keys in the narrations reading objectives: recovery and comprehension. The knowledge limited of the world and of the human actions compromises directly the comprehension, and the shortage of communicative and narrative abilities complicates the recovery.