Un Protocolo para Observar cómo los Profesores Ayudan a sus Alumnos cuando Leen Textos en el Aula

Abstract

In this paper, a system for analysis of whole-group reading lessons (activity in which the teacher and his/her whole class read and interpret a text) is proposed and discussed. The system focuses on six elements to be analyzed: the function (role) of whole-group reading within a curricular unit, the way in which this activity is organized globally, the way in which the interaction (between teacher and pupils) is structured locally, the kind of planning which takes place, the local aids provided by the teacher, and the rhetorical characteristics of the texts. These different elements form the successive layers of the context of teacher-aided reading activities, and it is assumed that these layers channel and make up the pupils’ mental and social activity. A guide is suggested to analyze each of them (with specific guidelines to interpret data). Finally, all this is illustrated with a case study from which implications are drawn for educational intervention. (English) [ABSTRACT FROM AUTHOR] En este trabajo se propone y se justifica un sistema para analizar cómo transcurren las lecturas colectivas en las que profesores y alumnos abordan la lectura y la interpretación de un texto. El sistema conlleva analizar seis tipos de elementos, dispuestos en sucesivas capas que conforman el contexto de la actividad: la función que cumplen las lecturas, cómo se organiza globalmente la actividad, cómo se organiza localmente, el tipo de planes que se proponen, las ayudas locales que se proporcionan, y la retórica del texto. Se asume que esas capas canalizan y conforman la actividad mental y social de los alumnos. De cada una de ellas se propone un esquema para el análisis con guías específicas para interpretar los datos. Todo ello se ejemplifica en un caso real del que se desprenden algunas consecuencias para la intervención educativa. (Spanish) [ABSTRACT FROM AUTHOR] Copyright of Psicologia Educativa is the property of Colegio Oficial de Psicologos de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)