El docente lector como formador de ciudadanos

Abstract

The present is a qualitative study by theorizing; from the approach of the problem of reading as a basic resource for the formation of citizens through education. It starts from the definition of the readingcapacity; followed by the revision of the general characteristics of the reading brain proposed by Stalisnas Dehaene (2014); as well as the revolutions in the materials and devices used for the writing; besides the changes in the form of reading; from Sumerian tablets to digital technologies. The process of Education for Development and the distinctive features of digital citizenship are presented; which are: immediacy in the production; transmission and reception of messages; interactivity between receiver and producer; the multiauthoritarian; which gives birth to “the prosumers”; the accessibility of the environment; freedom of expression; the democratization of access and the appropriation of a public space. All this allows contextualizing new forms of reading and new profiles of readers; as well as thegeneration of virtual reading spaces where communities of dialogue and exchange are formed. The study reaches the teachers and their reading biographies; which largely define their competence to encourage reading among their students and their ability to mobilize them towards citizen responsibility through reading.