Perceptions about the articulation of reading with the plastic and visual arts in a sample of high school teachers

Abstract

INTRODUCTION: this article describes the perceptions of high school teachers from the department of Boyacá in Colombia on articulation processes between reading and the plastic and visual arts. METHOD: The qualitative approach study with an exploratory and descriptive type of research applied a semi-structured interview to primary and secondary education teachers in rural and urban areas who guide the area of Spanish language and artistic education with a minimum of two years of experience in the educational sector. The qualitative data were analyzed through Atlas Ti version 22. RESULTS: Among the findings, it was evident that a significant number of teachers know and develop the levels of literal, inferential and critical intertextual reading. Likewise, it was found that the majority of those interviewed implement discontinuous texts as resources (paintings, drawings and caricatures) to strengthen the three mentioned levels. Finally, the absence of development of the appreciative and creative level of      reading comprehension was confirmed. DISCUSSION: It is necessary to design, validate and implement a pedagogical proposal of plastic and visual arts to promote reading comprehension, where students and teachers participate from interdisciplinary to improve deep reading and the qualification of teachers.