{"id":1222,"date":"2018-03-20T17:03:07","date_gmt":"2018-03-20T16:03:07","guid":{"rendered":"http:\/\/blog.newnewlegiland.mystagingwebsite.com\/?p=278"},"modified":"2018-03-20T17:03:07","modified_gmt":"2018-03-20T16:03:07","slug":"com-prescriure-llibres-sense-fer-lectures-obligatories","status":"publish","type":"post","link":"https:\/\/legiland.cat\/ca\/articulos\/com-prescriure-llibres-sense-fer-lectures-obligatories\/","title":{"rendered":"Com prescriure llibres sense fer lectures obligat\u00f2ries: el paper clau del tutor i l'entorn"},"content":{"rendered":"

A moltes escoles o centres educatius des de ja fa un temps hi ha un debat intern -\u00e9s possible que vosaltres l\u2019h\u00e0giu viscut- sobre la necessitat o no de les lectures obligat\u00f2ries en els curr\u00edculums dels nostres alumnes. En aquest sentit, existeixen molts punts de vista, tants com potser formes d\u2019ensenyar o mestres i professors. Per aix\u00f2, avui volem donar una volta m\u00e9s a aquest tema, exposant-vos la nostra opini\u00f3 basant-nos en diferents criteris pedag\u00f2gics i en la cabdal figura del prescriptor.
\nA Legiland, com ja sabeu, apostem perqu\u00e8 sigui l\u2019alumnat qui pugui escollir les seves pr\u00f2pies lectures.<\/p>\n

Seguint les idees i propostes de la Nancie Atwell, de la qual ja us hem parlat en alguna ocasi\u00f3, creiem que resulta m\u00e9s f\u00e0cil motivar un alumne quan aquest t\u00e9 autonomia per decidir quin llibre vol llegir.<\/p><\/blockquote>\n

Per tant, des del nostre vessant, les lectures obligat\u00f2ries no permeten desvetllar la curiositat de l\u2019alumne, que les viu com una cosa imposada i que moltes vegades associa a una nota o m\u00e8tode d\u2019avaluaci\u00f3 -d\u2019aix\u00f2 us vam parlar en aquest altre article<\/a>.
\nPer\u00f2 la realitat no \u00e9s tan simple com per posicionar-se taxativament en contra o no de les lectures obligatories, ja que, tal com suggereix la Teresa Colomer, \u201cnuestros estudios muestran que los buenos lectores las valoran positivamente y los lectores d\u00e9biles y los no lectores las detestan. De hecho, los segundos las utilizan para justificar su falta de afici\u00f3n a la lectura. Pero no parece que la lectura obligatoria sea realmente la causante de ello\u201d (Teresa Colomer, 2017).
\nAlguns especialistes en el tema proposen una alternan\u00e7a entre la lectura lliure i les lectures obligat\u00f2ries, ja que cada una pot aportar elements diferents a l\u2019alumnat. En aquest sentit, la Mireia Manresa Portrony -professora de secund\u00e0ria i de did\u00e0ctica de la llengua- considera que \u201cen el cas de la lectura aut\u00f2noma es necessita un acompanyament m\u00e9s subtil, m\u00e9s d\u2019acord amb els rituals d\u2019un lector corrent, estrat\u00e8gies m\u00e9s invisibles o menys acad\u00e8miques (…) Pel que fa a les lectures trimestrals -obligat\u00f2ries-, ofereixen l\u2019oportunitat, entre altres, de compartir un mateix t\u00edtol en comunitat, o b\u00e9 de dur a terme una seq\u00fc\u00e8ncia extensa de lectura, de planificar itineraris o d\u2019analitzar a fons un text\u201d (Mireia Manresa Portrony, 2017).<\/p>\n

I qu\u00e8 proposem des de Legiland? Transformar la visi\u00f3 que tenim de la lectura obligat\u00f2ria i convertir-la en recomanaci\u00f3 de llibres. Aquesta opci\u00f3 \u00e9s un punt a mig cam\u00ed entre l\u2019obligaci\u00f3 i la lliure elecci\u00f3.<\/p><\/blockquote>\n

Com a professor pots recomanar una s\u00e8rie de lectures, de manera que ja est\u00e0s acotant el terreny, per\u00f2 al mateix temps continues deixant espais de llibertat a l\u2019alumne perqu\u00e8 sigui ell qui es construeixi la seva pr\u00f2pia traject\u00f2ria lectora.<\/p>\n

En qualsevol cas, el paper del professor com a prescriptor \u00e9s clau per l\u2019\u00e8xit del gust i l\u2019h\u00e0bit lector. Per aix\u00f2, a Legiland proposem que el professor tingui un canvi de rol. Ja no \u00e9s un simple tutor que imposa lectures, sin\u00f3 que \u00e9s un guia que ajuda i acompanya \u00a0l\u2019alumne en el desenvolupament de la seva identitat lectora.<\/p><\/blockquote>\n

Per fer-ho, aquest guia necessita con\u00e8ixer el seu alumnat (gustos, prefer\u00e8ncies, etc.), per realment poder actuar com a prescriptor que facilita el cam\u00ed cap al gust pels llibres i, alhora, \u00e9s important que sigui una lector\/-a que s\u00e0piga transmetre el seu amor per la lectura. Nom\u00e9s d\u2019aquesta manera, el guia podr\u00e0 realitzar unes bones recomanacions per a aquells alumnes que potser necessiten d\u2019aquest acompanyament m\u00e9s continu i deixar espai i autonomia a aquells altres lectors que ja tenen un h\u00e0bit m\u00e9s adquirit. Segurament, d\u2019aquesta manera, les lectures obligat\u00f2ries transformades en recomanacions podrien ser quelcom m\u00e9s amigable i proper a l\u2019alumnat als qui no agrada llegir i convertir-se en un repte pels lectors habituals.<\/p>\n

I m\u00e9s enll\u00e0 de les recomanacions i la lectura lliure i el paper fonamental del professor transformat en guia, \u00e9s important recordar que tots podem ser prescriptors i acompanyar en aquest proc\u00e9s. Cadascun de nosaltres, els propis alumnes envers els seus companys, les fam\u00edlies, les biblioteques, les llibreries, etc. s\u00f3n prescriptors que ens poden orientar amb les seves opinions.<\/p><\/blockquote>\n

Per aix\u00f2, \u00e9s tan important trobar espais a l\u2019aula on es pugui socialitzar amb la lectura. Certament, un prescriptor ha de ser \u00a0alg\u00fa que tingui motivaci\u00f3, sensibilitat, gust i passi\u00f3 per la lectura, per\u00f2, d\u2019alguna manera, aix\u00f2 tamb\u00e9 ho ha de desvetllar en els nostres alumnes, \u00a0tot permetent que prenguin \u00a0aquest rol, que s\u2019expressin, valorin, parlin i puguin debatre. Per tant, deixem espais d\u2019opini\u00f3, de cr\u00edtica, de valoraci\u00f3\u2026 Aix\u00ed estarem creant lectors apassionats.
\n 
\nTiching (2017)\u00a0Entrevista Teresa Colomer<\/i>\u00a0(enlla\u00e7<\/a>)
\nManresa Portrony, M. (2017)\u00a0 Lectures obligat\u00f2ries: s\u00ed o no?<\/em> (enlla\u00e7<\/a>)
\n <\/p>","protected":false},"excerpt":{"rendered":"

\nA moltes escoles o centres educatius des de ja fa un temps hi ha un debat intern -\u00e9s possible que vosaltres l\u2019h\u00e0giu viscut- sobre la necessitat o no de les lectures obligat\u00f2ries en els curr\u00edculums dels nostres alumnes. En aquest…\n<\/div>\n
Continue reading…<\/a><\/div>","protected":false},"author":2,"featured_media":280,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[21],"tags":[61,71,112,113,11,114,12,115,116,50,117,118,51],"class_list":["post-1222","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-articulos","tag-alumnat","tag-escola","tag-guia","tag-identitat-lectora","tag-lectura-lliure","tag-lectures-obligatories","tag-legiland","tag-pla-de-foment-lector","tag-prescripcio-lectora","tag-professorat","tag-recomanacions-lectores","tag-tutor","tag-yoleo","entry","entry-type-post"],"yoast_head":"\nCom prescriure llibres sense fer lectures obligat\u00f2ries: el paper clau del tutor i l'entorn - Legiland<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/legiland.cat\/ca\/articles-ca\/com-prescriure-llibres-sense-fer-lectures-obligatories\/\" \/>\n<meta property=\"og:locale\" content=\"ca_ES\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Com prescriure llibres sense fer lectures obligat\u00f2ries: el paper clau del tutor i l'entorn\" \/>\n<meta property=\"og:description\" content=\"A moltes escoles o centres educatius des de ja fa un temps hi ha un debat intern -\u00e9s possible que vosaltres l\u2019h\u00e0giu viscut- sobre la necessitat o no de les lectures obligat\u00f2ries en els curr\u00edculums dels nostres alumnes. 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