Lectura dialógica: interacciones que mejoran y aceleran la lectura

Abstract

This paper deals with the study of dialogical reading, considered in the work frame of a broader conception of learning which has its foundations in the most relevant practices (learning communities), theories (Freire, Habermas, Searle) and research (includ-ed) of today’s society of information, locating in this new context previous dialogical contributions. This allows us to understand it as an instance of coordination between learning activities undertaken by everyone who interacts with children, specially those who share a classroom or a roof, namely, the faculty and the families. Here we will try to demonstrate that those centers that have adopted the approach of dialogical learning are improving and accelerating the reading-writing learning process of all students, with more spaces and more people than those traditional centers that have inherited the approach of industrial society. In the same way, we show how reading, both at home and at the school environment, is promoted through dialogical literary circles that get people who have never read a book, to enjoy the works of Safo, Joyce or Lorca. On top of this, what is auspicious is the direct collaboration of relatives, professionals and volunteers in the reading-writing learning process undertaken by the students, not only during school hours but also outside the classroom.