Abstract
The skills of thinking, reading conceptions and reading practice (literacy levels) found in textbook activities for the sixth year of Primary Education in Social Sciences and Spanish Language in Spain are analyzed in this paper. A mixed methodology is used to triangulate the data, integrating the critical analysis of discourse and two types of statistical analysis: descriptive (frequencies and percentages) and inferential (χ2, ANOVA, and the Mann-Whitney U Test). The results inform us of both the permanence and the strengthening of the design of an activity oriented toward the development of traditional conceptions of linguistic-cognitive reading. In the framework of education for global citizenship, the conclusion is the need for student reading practices that begin with the principles of critical literacy directed at the acquisition of social, critical, and creative thinking skills.
Highlights
An analysis of the conceptions of reading promoted by the school textbook has to start, in the first place, with the decodification of its languages and narrative grammars
In accordance with the results of the screened data, 23.4% of the 2694 activities assigned to the first level of progress corresponded to the subject of Social Sciences and, very notably, 76.6% to the Spanish Language (Table 3)
The level of reading of these activities are specified in the development of literal literacies through the acquisition of cognitive skills of a lower order, with no need for the prior knowledge of the students and the social, cultural and historic context in which its contents are situated: “Copy the diagram into your notebook and complete it with the names of the monarchs and regents that are missing” (Martín et al, 2015, p. 70)
Summary
An analysis of the conceptions of reading promoted by the school textbook has to start, in the first place, with the decodification of its languages and narrative grammars. The sociocultural perspective approaches the textual semantic field, and its understanding in terms of the social and cultural referents of the community to which the receiver belongs, understanding the practice of reading as a Literacies and Development of Thought social practice. This perspective affirms the origin of the preconceptions and the cognitive schemes of the reader that are of an eminently social and cultural nature, involving knowledge of the discursive genre and the sociocultural context of the textbooks under consideration. The practices of literacy are turned into important constructors of hegemonic social and cultural models of power
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