Estrategias de una didáctica de lectura desde el enfoque semiótico sociocultural para población extraedad en la Institución Distrital Villas del Progreso

Abstract

This research is developed in the school context and the teacher´s practice taking into account the reading activity as a social practice, however its didactics use has not been demanded in the inclusion and diversity field, therefore, the problem brought up is: What are the didactics reading activity implications from the semiotics sociocultural approach to deal the pedagogical inclusion processes for the overage students who belong to the Villas del Progreso Distrital School?. The present process researched determines, first of all, a qualitative and descriptive method, besides the case analysis, taking into account the studied subjects, it means, the overage students belong to the acceleration grade in the school. From the obtained results and some conclusions, it is important to characterize since the classroom some scenes where the inclusion can predominate and the diverse context recognition for education, also, having the chance to reflect in the matter overage as a real condition lived by a lot of students, therefore, it is an agent that influences in the different styles of learning.