Analysis of pedagogical practices in centers of interest for reading comprehension in basic secondary education

Abstract

The essential problem addressed by this research lies in the persistent difficulty that middle school students have in developing reading comprehension skills, despite the multiple approaches and strategies applied in the classroom. The analysis reveals that the pedagogical practices employed by teachers in the Humanities and other subject areas fail to connect with students' interests and contexts, thus limiting motivation and the meaning of learning, and consequently, resulting in very poor reading comprehension levels. The methodology implemented is a qualitative approach with a multiple case study design. Two public middle schools were selected, one in a rural area and the other in an urban area, where the pedagogical practices developed by teachers around learning centers were analyzed. To begin the process, semi-structured interviews will be conducted with teachers to understand their pedagogical intentions, resources, and perceptions regarding the use of learning centers, along with focus group observations with students. To gather their opinions, interests, and experiences regarding strategies and pedagogical practices for reading comprehension in learning centers. This research analysis will generate useful knowledge in the field of teaching and learning processes, fostering critical reflection on this educational process and seeking to contribute an innovative perspective that benefits students by recognizing their interests as a starting point for participatory teaching within learning centers focused on reading comprehension.