Título :	La construcción de hábitos de lectura en estudiantes del grado octavo de la Institución Educativa Rural Granada de la vereda Malpaso del municipio de Manizales
Tipo de documento:	documento electrónico
Autores:	Cardona Duque, Sandra Janeth, Autor ; Echeverry Hurtado, Luz Andrea, Autor ; Pino Rua, Yolanda Astrid, Asesor
Editorial:	Manizales [Colombia] : Universidad de Manizales*
Fecha de publicación:	2025
Colección:	RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas
Subcolección:	Maestria en Educación y Desarrollo Humano
Palabras clave:	Educación rural  Estrategias pedagógicas  Comprensión lectora  Etnografía educativa  Educación y pedagogía
Resumen:	This research, carried out within the framework of a Master’s in Education and Human Development, aimed to understand the reading habits of eighth-grade students at Institución Educativa Rural Granada. Adopting a qualitative approach with an ethnographic design, the study examined the pedagogical strategies implemented by teachers, the students’ reading habits, and the relationship between these two dimensions, with the purpose of identifying the factors that influence the formation and consolidation of reading habits in rural contexts. Data collection was conducted through dialogued interviews with teachers, observations, documentary review, workshops with students, enabling a comprehensive and contextualized understanding of school and community practices related to reading. The findings indicate that the development of reading habits is significantly shaped by emotional, cultural, and pedagogical factors that influence students' engagement with reading. Although students exhibit a generally positive attitude toward reading, various challenges persist, including limited access to reading materials, minimal family involvement, and the lack of environments that encourage reading as a pleasurable and meaningful experience. Within this scenario, the teacher’s role emerges as central in accompanying and motivating students, as well as fostering conducive spaces for the formation of autonomous and critical readers. The study concludes that promoting reading habits in rural areas demands not only creative and context-aware pedagogical strategies, but also a solid institutional commitment to ensuring conditions that support meaningful and sustainable reading practices aimed at students’ holistic development.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7771
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i

La construcción de hábitos de lectura en estudiantes del grado octavo de la Institución Educativa Rural Granada de la vereda Malpaso del municipio de Manizales [documento electrónico] / Cardona Duque, Sandra Janeth, Autor ; Echeverry Hurtado, Luz Andrea, Autor ; Pino Rua, Yolanda Astrid, Asesor . - Manizales [Colombia] : Universidad de Manizales*, 2025. - (RiDUM - Tesis y Disertaciones - Facultad de Ciencias Sociales y Humanas. Maestria en Educación y Desarrollo Humano) .

Palabras clave:	Educación rural  Estrategias pedagógicas  Comprensión lectora  Etnografía educativa  Educación y pedagogía
Resumen:	This research, carried out within the framework of a Master’s in Education and Human Development, aimed to understand the reading habits of eighth-grade students at Institución Educativa Rural Granada. Adopting a qualitative approach with an ethnographic design, the study examined the pedagogical strategies implemented by teachers, the students’ reading habits, and the relationship between these two dimensions, with the purpose of identifying the factors that influence the formation and consolidation of reading habits in rural contexts. Data collection was conducted through dialogued interviews with teachers, observations, documentary review, workshops with students, enabling a comprehensive and contextualized understanding of school and community practices related to reading. The findings indicate that the development of reading habits is significantly shaped by emotional, cultural, and pedagogical factors that influence students' engagement with reading. Although students exhibit a generally positive attitude toward reading, various challenges persist, including limited access to reading materials, minimal family involvement, and the lack of environments that encourage reading as a pleasurable and meaningful experience. Within this scenario, the teacher’s role emerges as central in accompanying and motivating students, as well as fostering conducive spaces for the formation of autonomous and critical readers. The study concludes that promoting reading habits in rural areas demands not only creative and context-aware pedagogical strategies, but also a solid institutional commitment to ensuring conditions that support meaningful and sustainable reading practices aimed at students’ holistic development.
Tipo de medio :	Computadora
En línea:	https://ridum.umanizales.edu.co/handle/20.500.12746/7771
Link:	https://biblioteca.umanizales.edu.co/ils/opac_css/index.php?lvl=notice_display&i