EL ENFOQUE SOCIOCULTURAL DE LA LECTURA Y SUS IMPLICACIONES PEDAGÓGICAS EN LA ACTUALIDAD

Abstract

Discussions to rethink literacy based on the sociocultural and pedagogical implications have been positioned in this century in an alternative and cyclical aspect that seeks more and better living conditions for humans. Hence, the aim of this essay is to show a conceptual framework that supports the concept of reading according to the sociocultural approach, proposal which repositions the reading as a reflective, analytical and determined by social and cultural values that underpin the transformation of the various actors that are part of this important academic activity process. Thus, social and cultural variables are no longer viewed in isolation, so they become the core of meaningful understanding of reality, speeches, experiences and knowledge. Finally, contributions to educational activity under this new approach, show and take the need to implement reading strategies that test selection and sampling, preparation predictions, inferences and assumptions, by using for its verification the use of experience and knowledge fostered by cultural and social burdens that the reader as an autonomous and analytical subject uses to implement the effective process. Literacy, Process, Reading, Sociocultural Approach, Pedagogical Implications