Abstract

JARVIO FERNANDEZ, Antonia Olivia. The promotion of reading in the university link. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2021, vol.12, n.23, e039.  Epub Feb 14, 2022. ISSN 2007-7467.  https://doi.org/10.23913/ride.v12i23.1058.

In response to global demands, higher education institutions have assumed a new paradigm for quality education: comprehensive training of citizens with basic and professional skills, supported by humanistic values, in egalitarian and inclusive dialogue; that is to say, trained in educational programs highly linked to social problems. Reading and writing enable people to learn throughout their lives and to neutralize inequalities of various kinds, which is why the training of readers requires professional promoters who, with the appropriate knowledge, have a direct impact on social transformation. The objective of this work is to contribute to the promotion of reading, but also to the methodology for the evaluation and improvement of projects in this area, showing the impact of a program that emphasizes university ties and public policies.

A systematic review of 54 intervention projects to promote reading and writing with various types of groups is presented. The projects were designed and implemented based on the project-based learning approach (PBL), with a sociocultural perspective, and within the framework of a graduate program. For the review, a classification was made by field of intervention and the discussion of results was aligned with a literature review. The results demonstrate the impact of the program on the various groups served, which included various educational settings, social groups, some considered marginal or vulnerable. It shows a change in perceptions about the meaning of reading and the remarkable development in reading and writing practices, as well as in communication skills. The importance of the role of the promoter of reading in this process is highlighted, thus reaffirming the importance of their professionalization as an agent of change. The knowledge obtained will allow feedback on institutional policies. In this sense, the advances and challenges in promoting reading for both the institution and the region were identified and the importance of strengthening the communicating vessels of the university with the social sectors.

Keywords : active learning; higher education; intervention; participatory research; reading.

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