EL MODELO TRANSACCIONAL DE LA LECTURA PROPUESTO POR LOUIS ROSENBLATT Y SUS IMPLICACIONES PEDAGÓGICAS

Abstract

The essay presented below has the fundamental purpose of showing the benefits of the transactional model proposed by Louis Rosenblatt, a model that comes to reposition the reading like a process of reciprocal interaction reader-text-context. This appreciation recognizes the elaboration and fixation of meanings by the reader, who acts on the basis of written information, it is also a notion that is equally shared by Díaz and Hernández that assume from the strategic and constructivist learning that the reader is a participatory, active, generating and constructing subject of meanings, as well as knowledge; a process that according to Rosenblatt occur at a particular moment and context. In addition, some pedagogical implications emerge from the two postures that the reader could assume in front of its own process (aesthetic posture and efferent posture) which are viewed in terms of an active scheme and seeks to promote the ideals of education in the 21st century, among which are free, creative, reflective and autonomous thinking wherein the breaking of standardized models enable mechanical operations and homogeneous results in readers.