Literary reading practices of recent teacher education graduates. A portrait of reading practices as declared by future secondary education language arts teacher

Abstract

This study presents a portrait of self-declared literary reading practices by recent graduates of Secondary Education Language Arts teacher education programs from four universities, in Santiago de Chile. From the methodological option of synchronic and statistical studies, this research provides a descriptive representation of the family and social environment for reading, where reading takes place in leisure time and literary reading practices. The portrait distinguishes between reading practices associated with fulfilling academic demands and leisure reading, considering variables such as frequency, quantity, preferences, access, authors and works. The study's results reveal an emerging reader habit, rather than a meaningful relationship with literature. The near absent influence of the family environment on reading habits, the scarce diversity of genres frequented, as well as the resistance to more experimental forms of literary production, are associated with a delayed encounter with the literary experience, which is determined by a strong tension between reading for pleasure or to meet the demands of academic training.