Resumen

PEREZ CARDONA, Deisy Omaira  y  ALZATE, Yelitza Tobón. Critical reading practices in 9th from a socio-cultural and multimodal approach. Leng. [online]. 2022, vol.50, n.2, suppl.1, pp.404-434.  Epub 03-Oct-2022. ISSN 0120-3479.  https://doi.org/10.25100/lenguaje.v50i2s.11887.

Considering the use of various communicative codes through ICT made by young people, this research aimed to analyze whether a training proposal, supported by multimodal content, affects the development of critical reading practices of ninth grade students. It was based on the sociocultural approach, which states that the practice of critical reading involves analysis of the environment, contrast and argumentation; and in multimodal theory that provides a broad vision of language. Using a qualitative methodological approach and a Participatory Action Research design, the data collection techniques were focus group, participant observation and content analysis. The information collected showed that the training proposal generated dialogue, analysis, argumentation and questions about individual and social behaviors, processes that constitute critical reading practices.

Palabras clave : multimodal contents; critical reading practices; sociocultural approach; collaborative learning; ICT; training proposal.

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