Resumo

CARRILLO VERA, Carmen Lucía. Literary reading in 6th grade: a review of the learning objectives of the subject Language and Communication. Rev. aportes de la comunicación [online]. 2023, n.35, pp.27-40. ISSN 2306-8671.  https://doi.org/10.56992/a.v1i35.433.

This article shows the results of the analysis of the 6th grade curriculum of the subject Language and Communication through the theoretical frameworks of literary education. For this purpose, the learning objectives established for the reading axis were examined, taking into account the ten dimensions of literary knowledge proposed by Martina Fittipaldi (2013). This is a qualitative study that arises from the approaches of the Didactics of Language and Literature.

The relevance of this study is closely related to the socio-educational importance of reading education, being the school one of the places destined for its development. The analysis of the ways in which literary education is carried out through reading in the learning objectives contributes, on the one hand, to understand the formative idea and approach in relation to literary reading prescribed in the Chilean curricular proposal, and, on the other hand, to establish the relationships between the ways of acquiring reading habits and patterns in the student body in relation to the learning necessary for a literary education.

The findings showed that, although related to literary education, reading learning objectives focus on the exploration of the meaning of the text, the interpretation of literary language and the acquisition of reading comprehension skills, such as locating, interpreting, relating and reflecting, with a predominance of reading modalities more related to decoding and comprehension. This indicates a lack of dialogic, interpretative and critical reading experiences, as well as of learning about topics such as cultural and material production of literature.

Palavras-chave : educational organizational structure; Chile; Programme of study; fundamental education; reading.

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