Las configuraciones didácticas, una posibilidad de la lectura crítica en el primer ciclo de primaria

Abstract

This article aims to show some results derived from the research Critical reading practices with students from the 2nd and 3rd grades, a possibility for interlocution with their context through didactic configurations. Three didactic configurations were implemented as a methodological strategy for the strengthening of critical reading in the first cycle of elementary school in three different public schools in the city of Medellin.The researched was developed from a quantitative focus with a school multiethnographic design and the use of didactic configurations as a strategy. The results indicate that critical reading is a possible process in the first grades of primary school, especially when the teacher designs and implements activities structured and articulated that answer to the needs and interests of the students. Thus, it results in the generation of spaces for reading different kinds of texts for debate, asking, analysis and reflection about what happens in their surroundings and making critical reading a possibility for interlocution with their contexts.