El proceso lector mediado por el juego como dispositivo didáctico con estudiantes de grado noveno

Abstract

The purpose of this research was to qualify the reading process mediated by the game as a didactic device. This was to establish the relationship between reading and playing from a sociocultural perspective. In this sense, reading is conceptualized from the postulates of Cassany (2006), who conceives it as a discursive activity and social and cultural practice mediated by multi-reading, science and interdisciplinarity, and screen reading, which he calls new legal practices. Additionally, playing has been developed from Huizinga (1996) and it is conceived as a didactic device based on the postulates of Calderón & León (2016), who define it as an intentional activity for educational purposes. The population studied was the 902 grade students of the E.N.S.D.M.M. the research used the interpretive paradigm, the qualitative approach and action research as a methodological design. The analysis of results was made from the observation of the six phases that made up the classroom project as an intervention design. This allowed to strengthen the students' critical receptive skills and mobilize them towards conceptions of reading as social and cultural practice.