De la planeación a la apropiación: un estudio de caso en torno a las prácticas de lectura en una escuela pública de Lambayeque

Abstract

In contrast to the implementation approach for which social actors, especially teachers, put into practice educational policies in a linear and vertical way, many studies offer evidence of how these appropriate, translate and reinterpret macro policies in the different leves of curricular application (Zavala, 2012; Castanheira et al., 2001; Unamuno, 2015). In this article, I use the framework of Educational Policy Enactments (Ball, Maguire y Braun, 2012) and the New Literacy Studies (Brice Heath, 1983; Barton y Hamilton, 1998; Zavala, 2002; Zavala, Niño Murcia y Ames, 2004) to analyze how two teachers from a public school in the city of Lambayeque do policy on teaching reading based on their everyday contexts and material conditions: while one of them teaches reading so that students approve the examination to get into the university, the other one uses reading to develop in their students a critical consciousness of social reality. In addition, I discuss how these literacy practices are connected to complex relationships among institutional social actors, discourses around language and its teaching in school, and literacy artifacts that give sense to what reading means to them in the last years of secondary education.