Inclusión educativa: fondos de conocimiento e identidad en experiencias de lectura literaria escolar

Abstract

This article aims to conduct a descriptive analysis of the frameworks of inclusion and exclusion in literary reading experiences lived by thirteen Chilean high school students. Following a qualitative approach with a biographical narrative design, twenty-six critical incident reports and thirteen reading trajectory interviews were analyzed. Among the main findings, we can highlight that: reading knowledge, expressions, feelings, and practices generally operate as forms of invisible and illegitimate knowledge in educational institutions. Based on the sample of this study, findings suggest that extracurricular literary reading events are often excluded from the school didactic narrative. To Foster favorable literary learning experiences, it is necessary to include students’ experiences with reading.