En busca del desarrollo social sostenible a partir del trabajo de la comprensión lectora por medio de proyectos

Abstract

Reading is a social construction and a political act. It is a social construction because learning to read requires —in addition to a development of cognitive processes— an investigation of the particular sociocultural context of each discourse and practice. It is a political act, because to the extent that we exercise this right, we develop our capacity to name, reflect, become aware and transform what we live (Cassanny, 2006). The main idea of the article is to show the work done with a primary’s school group in Mexico City in the development of reading comprehension from a problematic context, from a genuine interest of students who enter interaction with each of the texts at your fingertips guided by a sense. The above is made possible through work by projects; strategy that promotes human talent in childhood, understood as a collaborative work to identify, interpret, argue and solve problems for the process of critical thinking which leads to personal fulfillment and as a community (Aguilar-Esteva, 2018). The goal is to recognize the pedagogical foundations of the work-by-project strategy, the stages, the role of the teacher and the students through the narration of the teaching experience in a group of 4th year group B of the primary school public “Zimbabwe”, located in the Alvaro Obregon mayor's office in Mexico City during the 2015-2016 school year.