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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/187340
La lectura obligatòria en l’educació primària. Percepcions de l’alumnat i el professorat de cicle superior
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[cat] El present Treball Final de Grau gira entorn de la lectura obligatòria i té com a finalitat principal investigar quina és la percepció de l'alumnat i el professorat de cicle superior sobre aquesta pràctica lectora. Concretament, l’estudi s’ha dut a terme en tres centres educatius ubicats a la província de Barcelona. Així doncs, d'una banda, s'han elaborat dos qüestionaris: el primer, adreçat a l’alumnat, i el segon al professorat. D'altra banda, s'han analitzat els resultats tenint en compte un seguit de factors, com ara la ubicació del centre, el curs i el gènere de l'alumnat, el context educatiu i familiar, etc. D'entre tots aquests aspectes, s'ha observat que l’entorn educatiu i familiar juguen un paper clau en la percepció de l’alumnat. Addicionalment, s’ha pogut determinar que la lectura obligatòria és percebuda positivament, tant per l’alumnat com pel professorat. Per tant, s’aconsella vetllar pel funcionament actual de la lectura obligatòria en els tres centres. De manera general, es recomana que la lectura obligatòria tendeixi a ser guiada per un mediador, per tal que l'infant pugui apropar-se i connectar amb la lectura.
[eng] The present final project revolves around compulsory reading, and its main purpose is to investigate the perception of students and teachers of upper cycle on this reading practice. Specifically, the study has been carried out in three schools located in the province of Barcelona. Firstly, two questionnaires have been elaborated: the first one, it is addressed to students, and the second one to teachers. Secondly, the results have been analyzed, taking into account a series of factors, such as the location of the school, the grade and gender of the students, the educational and family context, etc. Among all these aspects, it has been observed that the educational and family environment influence the students' perception. In addition, it has been determined that compulsory reading is perceived positively by students and teachers. Therefore, it is advisable to ensure the current functioning of compulsory reading in the three centers. In general, it is recommended that compulsory reading should tend to be guided by a mediator. In this way, the child can approach and connect with reading.
[eng] The present final project revolves around compulsory reading, and its main purpose is to investigate the perception of students and teachers of upper cycle on this reading practice. Specifically, the study has been carried out in three schools located in the province of Barcelona. Firstly, two questionnaires have been elaborated: the first one, it is addressed to students, and the second one to teachers. Secondly, the results have been analyzed, taking into account a series of factors, such as the location of the school, the grade and gender of the students, the educational and family context, etc. Among all these aspects, it has been observed that the educational and family environment influence the students' perception. In addition, it has been determined that compulsory reading is perceived positively by students and teachers. Therefore, it is advisable to ensure the current functioning of compulsory reading in the three centers. In general, it is recommended that compulsory reading should tend to be guided by a mediator. In this way, the child can approach and connect with reading.
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Treballs Finals de Grau de Mestre d'Educació Primària, Facultat d'Educació, Universitat de Barcelona, Curs: 2021-2022, Tutor: Andrés Torres Carceller
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ARAGUÀS GALCERÀ, Anna. La lectura obligatòria en l’educació primària. Percepcions de l’alumnat i el professorat de cicle superior. [consulta: 23 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/187340]