Comprensión y percepción de lectura de niños de la educación infantil

Abstract

This text beginning from the conception of reading as a social practice and discusses its understanding as a complex activity that triggers a process of interior structures, which relates accumulated experiences to build meanings to the text, which, in turn, encompasses essential characteristics of man, given its symbolic capacity and interaction with marked mediation in the social sphere. Therefore, the research aimed to analyze the responses of five children in kindergarten about concepts related to reading and the act of reading. The field research adopted a qualitative exploratory approach; as an instrument for data collection, field observation and group interview, based on discursive textual analysis. The analysis of the collective interview allowed the identification of two characteristics in the children's responses: the first that takes as its centrality an “objective perception” of the context of the directed question and another that considers a “subjective perception” of the questioned thematic reality.