TEACHER MEDIATION IN LITERARY READING IN SECONDARY SCHOOL

Abstract

Characterize some educational mediations in the literary formation of students of secondary and secondary education, of schools in the city of Cali, Colombia, was the main purpose of this article. It was considered that the methodological approach of educational ethnography would be the most appropriate for this fieldwork, for this reason, in-depth interviews, group interviews with students and class observations were conducted; it was thus possible to identify and categorize those didactic interventions of teachers that enhance or not, the various reading skills that allow young people to establish reading pacts with the literary works of the school canon