Construcción de la identidad lectora y escritora en estudiantes de una maestría en enseñanza de la Lengua y la Literatura

Abstract

This paper analyzes the construction of reading and writing identity in 27 students of the Master's Degree in Language and Literature Teaching at a university in Loja (Ecuador). The main objective is to identify the factors and experiences that shape teaching identity by examining their personal biographies. For this purpose, a mixed qualitative design was implemented. First, the biographies were collected and then transcribed and coded according to categories related to reading and writing experiences. Next, the frequency of the main emerging factors in each category (family, institutional and personal) was quantified to determine their relevance in the process of identity construction. The findings reveal that reading initiation is mainly based on children's literature and poetry, mediated by the family. Subsequently, participants incorporate academic texts, influenced by teachers, and self-help texts. In addition, affective reactions and the perception of reading self-efficacy are determinant in the formation of reading habits. In writing, participants begin in the school environment and then diversify genres. They experience writing as a catharsis and a form of communication, although insecurities persist in their writing skills. In conclusion, it is proposed to progressively integrate textual genres appropriate to the educational level, to promote orality, and to.