Lectura y educaci˜n

MOLINA VILLASEÑOR, LEANDRO
“Lectura y educación: los hábitos
lectores y su repercusión académica en
Educación Secundaria Obligatoria”, en
Revista OCNOS nº 2, 2006, p. 103-120.
ISSN 1885-446X.
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PALABRAS CLAVE:
Hábitos lectores, libros, tiempo libre,
rendimiento académico.
KEYWORDS:
Reading habits, books, free time,
academic performance.
RESUMEN:
El trabajo se inicia con una introducción que
subraya la importancia de la lectura en todos
los ámbitos sociales y destaca la labor docente
como eje fundamental de la formación de hábitos
lectores. La descripción del trabajo recoge el marco
conceptual y legislativo de la materia, la finalidad, la hipótesis y los objetivos propuestos para
este estudio. El capítulo metodológico establece
el universo, la muestra, el trabajo de campo y la
descripción de los contextos de intervención. La
información analizada, según los indicadores del
cuestionario, se agrupa en bloques relacionados
con el estudio y la lectura; el libro, los géneros
literarios y el empleo del tiempo libre, y la Lengua y
la Literatura en el ámbito académico. Finalmente, se
establecen las conclusiones del análisis: los alumnos
del primer ciclo obtienen mejores resultados globales con respecto a sus compañeros de la segunda
etapa. A partir de los datos obtenidos, hacemos una
reflexión que valora las teorías publicadas sobre el
hábito lector en los jóvenes, las influencias sobre la
afición a la lectura de los estudiantes actualmente y
la estrecha relación entre el gusto por la lectura y el
rendimiento académico de nuestros alumnos.
ABSTRACT:
The projet begins with an introduction that
stresses the importance of reading in the society
and that emphasizes the educational work as a
fundamental axis in the formation of reading
habits. The description of the work gathers the
conceptual and legislative frame of the subject, the
purpose, the hypothesis and the aims proposed for
this study. The metodology chapter establishes the
universe, the pattern, the work of field of study and
the description of the contexts of intervention. The
analyzed information, from the indicators of the
questionnaire, is divided in the following blocks:
study and reading; the book, the favorite genres
and free time, and the language and literature in
the academic field. Finally, there are established
the conclusions obtained from this analysis. The
first cycle students obtain better general results
than their second stage mates. From these data and
informations, we do a reflection that values the
theories publishes about young people’s reading
habits, the influences at present about students’
interest in reading and the close relation between
the pleasure of reading and our pupils’ academic
performance.
1. Introducción
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nº 2. 2006
215
2
Por eso se dice, como precepto docente, que durante los primeros años la
escuela debe enseñar a leer y a escribir,
para que después los alumnos puedan
leer para aprender y disfrutar.
3
Según datos estadísticos de la
Federación de Gremios de Editores de
España, se publican anualmente en
nuestro país más de 60.000 nuevos
títulos, de los cuales, entre 18.000
y 21.000 corresponden al ámbito
literario. Algo más de 5.600 títulos lo
componen obras de carácter infantil y
juvenil. Estas cifras nos colocan en el
tercer puesto de producción de libros
en Europa, sólo por detrás del Reino
Unido y Alemania.
nº 2. 2006
216
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nº 2. 2006
217
4
En la actualidad, esta Ley Orgánica
de la Calidad de la Educación (LOCE) se
halla en trámites de paralización. Esta
medida fue propuesta por el gobierno
actual, tras la victoria del PSOE en las
elecciones del 14 de marzo de 2004.
5
Este hecho era puesto en evidencia
por casi todas las encuestas realizadas
al efecto. En la mayoría de los congresos educativos también se denunciaban estas deficiencias; como por ejemplo, en el II Congreso de Bachillerato
celebrado en Madrid en 1998.
nº 2. 2006
218
6
Hay que significar que, de forma
excepcional y aislada, habrá alumnos
que presenten “necesidades educativas especiales” (ACNEES), y otros, de
“educación compensatoria” (lengua
materna extranjera), que se hallarían
integrados en la primera acepción del
término.
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nº 2. 2006
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nº 2. 2006
21:
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7
Ver el estudio sobre “Los hábitos
lectores de los adolescentes españoles”
realizado por el Centro de Investigación y Documentación Educativa
(CIDE), perteneciente al MECD, en el
primer trimestre del curso 2001/02.
8
“El uso de la lectura hoy día está
fuertemente condicionado por la
adquisición de los conocimientos imprescindibles para superar las pruebas
de obtención de títulos académicos y
conseguir una integración socio-profesional, habiéndose desvanecido su
papel como instrumento de goce, o entretenimiento edificante, pero también
de humanización en general”.
4. Análisis de los resultados
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nº 2. 2006
221
9
Recordaremos, en este epígrafe, que
se pedía a los alumnos los títulos de los
tres últimos libros leídos, sin acotar el
marco temporal de referencia.
nº 2. 2006
222
:
Las lecturas obligatorias de este
departamento, dentro de la programación didáctica anual para este curso,
corresponden a los títulos: 1, 3, 5, 6,
7 y 10.
21
En este caso, los alumnos no especifican el título del volumen leído; se
trata, por consiguiente, de cualquiera
de las tres novelas publicadas de esta
trilogía.
22
Los títulos de obligada lectura son:
8, 9 y 10.
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{bsÔ!ef!Djvebe!Sfbm24;
nº 2. 2006
223
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23
Son lecturas obligatorias en la programación didáctica de este centro las
siguientes: 1, 2, 4, 5, 6, 8 y 10.
24
Las lecturas obligatorias del curso
para estos alumnos son: 1, 2, 4 y 6.
25
No se especifica de qué parte de la
trilogía se trata.
26
En la programación didáctica de
este curso son obligatorias las obras:
1, 2, 4 y 7.
27
Sin especificar el título de la serie.
nº 2. 2006
224
28
En la programación didáctica del
departamento de Lengua y Literatura
de este centro aparecen como lecturas
obligatorias o aconsejables estos títulos: 1, 2, 3, 4, 5, 6, 7 y 9.
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5. CONCLUSIONES
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Gráfico 1
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Gráfico 4
Gráfico 5
nº 2. 2006
225
nº 2. 2006
226
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29
Debemos aclarar, en este sentido,
que con la reciente aplicación de la
nueva Ley Orgánica de la Calidad de la
Educación (LOCE), esta circunstancia
se modifica y los alumnos de 1º de la
ESO también pueden repetir curso y
no promocionar, de acuerdo con el
número de áreas suspendidas.
2:
De septiembre a noviembre de 2003.
Gráfico 6
CALIFICACIONES
2º ESO
TOTALES
(%)
17A - Sobresaliente
11,3
17B - Notable
15,0
17C - Bien
22,0
17D - Suficiente
22,4
17E - Insuficiente
29,9
CALIFICACIONES
4º ESO
TOTALES
(%)
17A - Sobresaliente
17,9
17B - Notable
23,2
17C - Bien
24,4
17D - Suficiente
17,2
17E - Insuficiente
18,6
Tabla 1
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nº 2. 2006
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