READING, AN OBLIGATORY PLEASURE? CASE OF THE VILLA SANTA MARÍA SCHOOL OF THE EL BOSQUE COMMUNE, SANTIAGO, CHILE

Abstract

The purpose of the research was to establish the relationship between the teaching practices, oriented to the teaching of literary text reading, of the Language and Communication teachers, who conduct classroom classes for the second year students of a private school subsidized by the community of El Bosque and their motivations for reading these texts in general and specific literary topics. The research approach was quantitative descriptive. The sample corresponded to three teachers of Language and Communication and 118 students who attended the second year in the educational establishment. The data collection technique was the survey and the collection instruments were two questionnaires, both with a Cronbach Alpha coefficient of 0.94. The results show that teachers promote participatory and critical attitude on the part of students with a methodology that includes sharing readings and favoring reading experiences but without reaching the creative level. Students enjoy reading only on some occasions and the little motivation they have has been due to the teacher's performance, because by not looking for adequate spaces for them to come into contact with the written text, the situation causes them not to read, not participate, because they are not documented to express their ideas, generating low academic performance.