{"id":6145,"date":"2024-03-07T08:08:35","date_gmt":"2024-03-07T08:08:35","guid":{"rendered":"https:\/\/diarieducacio.cat\/grao\/?p=6145"},"modified":"2024-05-13T18:30:28","modified_gmt":"2024-05-13T16:30:28","slug":"la-lectura-des-de-les-arees-del-coneixement","status":"publish","type":"post","link":"https:\/\/diarieducacio.cat\/grao\/2024\/03\/07\/la-lectura-des-de-les-arees-del-coneixement\/","title":{"rendered":"La lectura des de les \u00e0rees del coneixement"},"content":{"rendered":"

Ens equivocar\u00edem si pens\u00e9ssim que s\u2019apr\u00e8n a llegir a les classes de llengua, i que despr\u00e9s s\u2019utilitza aquest coneixement a les classes de les disciplines. M\u00e9s aviat \u00e9s una relaci\u00f3 que podr\u00edem anomenar simbi\u00f2tica<\/em>, ja que l\u2019objectiu de llegir textos a les classes de les diferents disciplines \u00e9s aprendre coses de cada una d\u2019elles.<\/p>\n

La lectura no \u00e9s nom\u00e9s un dels recursos m\u00e9s emprats durant la vida escolar, sin\u00f3 que \u00e9s l\u2019instrument b\u00e0sic a partir del qual es pot continuar aprenent al llarg de tota la vida. Les persones han de ser capaces de modificar cont\u00ednuament els seus coneixements i aquesta compet\u00e8ncia comporta llegir de manera aut\u00f2noma, significativa i cr\u00edtica els diversos tipus de textos que es troben a internet, en diaris, en llibres de divulgaci\u00f3 cient\u00edfica, en revistes cient\u00edfiques. \u00c9s a dir, textos que circulen fora de l\u2019escola.<\/p>\n

La lectura des de la finalitat de construir i utilitzar tota mena de coneixements<\/h3>\n

La lectura no \u00e9s un simple instrument per a la transmissi\u00f3 d\u2019un coneixement ben establert, sin\u00f3 que \u00e9s una manera de construir-lo i utilitzar-lo. Tot sovint els estudiants llegeixen amb la intenci\u00f3 de ca\u00e7ar<\/em> paraules que els semblen poc habituals. La fixaci\u00f3 en les paraules pot impedir-los adoptar una \u00f2ptica de comprensi\u00f3 m\u00e9s global, que hauria de consistir a entendre que una part del sentit del vocabulari desconegut es pot trobar en el mateix text.<\/p>\n

No hi ha dubte de la dificultat de comprensi\u00f3 dels estudiants a l\u2019hora de llegir textos especialitzats. Com diu Jay Lemke, l\u2019esfor\u00e7 \u00e9s similar al d\u2019adquirir una llengua estrangera. Aquesta dificultat s\u2019explica pel fet que un coneixement es formula amb recursos expressius espec\u00edfics, allunyats de la quotidianitat. L\u2019escola t\u00e9 un paper important a l\u2019hora d\u2019intentar aconseguir que una cosa expressada amb un llenguatge especialitzat pugui ser compresa per persones que no en s\u00f3n expertes. Una opci\u00f3 \u00e9s treballar a partir de textos de divulgaci\u00f3 que, ben elaborats, donin pistes per aproximar-se a la l\u00f2gica interna de les formes de dir cada coneixement.<\/p>\n

La lectura des de la finalitat de posicionar-nos cr\u00edticament<\/h3>\n

Quan com a lectors ens enfrontem a la lectura d\u2019un text podem adoptar diferents posicions, per\u00f2 sens dubte la m\u00e9s dif\u00edcil \u00e9s la cr\u00edtica, ja que cal dur a terme un proc\u00e9s de negociaci\u00f3 entre el text i els coneixements mateixos a fi de construir una interpretaci\u00f3. La lectura cr\u00edtica implica llegir darrere de les l\u00ednies, i identificar quina \u00e9s la intenci\u00f3 de l\u2019autor, la seva ideologia, els seus interessos i a qui es dirigeix.<\/p>\n

La majoria dels estudiants accepten les afirmacions del text, confien impl\u00edcitament en els autors i poques vegades q\u00fcestionen la seva autoritat. Pocs avaluen el contingut contrastant-lo amb les seves idees pr\u00e8vies. Aix\u00f2 explica que les idees que tenien abans i despr\u00e9s de llegir canvi\u00efn molt poc. La comprensi\u00f3 cr\u00edtica de molts tipus de textos suposa assumir que el discurs no reflecteix la realitat amb objectivitat, sin\u00f3 que ofereix una mirada particular i contextualitzada. En aquesta l\u00ednia, promoure la lectura cr\u00edtica de textos dels diaris o d\u2019internet que requereixin disposar de coneixements mou els estudiants a llegir des d\u2019una mirada m\u00e9s cr\u00edtica.<\/p>\n

Repte: no renunciar a promoure el plaer en la lectura de textos especialitzats<\/h3>\n

Els docents, des de totes les \u00e0rees del coneixement, ens hem d\u2019implicar en la formaci\u00f3 lectora de l\u2019alumnat i, molt especialment, a ajudar-los a experimentar que la lectura d\u2019aquest tipus de textos \u00e9s gratificant. No \u00e9s un repte ni molt menys f\u00e0cil en el context actual, per\u00f2 no podem renunciar a afrontar-lo.<\/p>\n

 <\/p>\n

Refer\u00e8ncies bibliogr\u00e0fiques<\/h6>\n

Cassany, D. (2006). Tras las li\u0301neas. Sobre la lectura contempora\u0301nea.<\/em> Barcelona. Ed. Anagrama.<\/p>\n

Oliveras, B.; M\u00e1rquez, C.; Sanmart\u00ed, N. (2013). \u00abThe use of newspaper articles as a tool to develop critical thinking in science classes\u00bb. International Journal of Science Education<\/em>, 35(6), p. 885-905.<\/p>\n

\n

Font:<\/strong> Revista Dossier n\u00ba9. #Compet\u00e8ncia lectora al s. XXI<\/em> (2024). GRA\u00d3<\/i>.<\/p>\n","protected":false},"excerpt":{"rendered":"

Ens equivocar\u00edem si pens\u00e9ssim que s\u2019apr\u00e8n a llegir a les classes de llengua, i que despr\u00e9s s\u2019utilitza aquest coneixement a les classes de les disciplines. M\u00e9s aviat \u00e9s una relaci\u00f3 que podr\u00edem anomenar simbi\u00f2tica, ja que l\u2019objectiu de llegir textos a les classes de les diferents disciplines \u00e9s aprendre coses de cada una d\u2019elles. La<\/p>\n","protected":false},"author":1152,"featured_media":6146,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[257],"tags":[483,484,485,486],"tipo":[488],"class_list":["post-6145","post","type-post","status-publish","format-standard","has-post-thumbnail","category-lectura","tag-arees","tag-lectura","tag-llegir","tag-textos","tipo-opinio"],"yoast_head":"\nLa lectura des de les \u00e0rees del coneixement - L'escola gra\u00f3 a gra\u00f3<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/diarieducacio.cat\/grao\/2024\/03\/07\/la-lectura-des-de-les-arees-del-coneixement\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"La lectura des de les \u00e0rees del coneixement - L'escola gra\u00f3 a gra\u00f3\" \/>\n<meta property=\"og:description\" content=\"Ens equivocar\u00edem si pens\u00e9ssim que s\u2019apr\u00e8n a llegir a les classes de llengua, i que despr\u00e9s s\u2019utilitza aquest coneixement a les classes de les disciplines. 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