Autobiografías lectoras de futuros docentes de literatura: corpus literario y factores de iniciación y desarrollo de la competencia lectora

Abstract

The future teacher of literature, in a certain way, has developed the habit of reading throughout life, it is important to have a store of readings and literary knowledge that, through autobiographies allow us to know the first reading steps in a student of the Pedagogy of Language and Literature career. Thus, we also find the educational and family factors and even the spaces that have mediated in the reading initiation. The aim of this paper is to analyze the reading autobiographies of future teachers of language and literature pedagogy. To do so, we rely on the theoretical sources of Granado and Puig (2015) reading identity and teaching identity, Munita (2007) the didactic reading subject and Ballester (2017), reading formation. In turn, they facilitate us the classification of the components of literary education. Meanwhile, it allows us to know the didactic actions present in the reading process. For the analysis, we turn to the research line of autobiographical discourse, where we have 31 narratives. The corpus reveals different factors such as the family, primary and secondary school teachers, and spaces that have been guides and sources of inspiration for the initiation or formation of reading habits.