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espanolEste articulo se deriva de una investigacion desarrollada en el marco de la Maestria en Pedagogia de la Lengua Materna, de la Universidad Distrital Francisco Jose de Caldas. En el se analizan las practicas lectoras adelantadas por dos pre-ICFES de educacion popular, cuyo trabajo se orienta a la democratizacion del acceso a la educacion superior en Bogota. El marco de estudio se ubica en el enfoque sociocritico y discursivo de la lectura. Por medio del diseno de estudio de caso colectivo y el uso estrategias como el analisis de documentos, la entrevista a profundidad y la observacion narrativa, se interpretan las practicas lectoras en los dos casos y se identifican: a) fundamentos teoricos y pedagogicos de la lectura en la educacion popular; b) la perspectiva didactica de la lectura en las practicas, y c) las relaciones existentes entre las practicas lectoras y las necesidades de las comunidades. De esta manera, los resultados de la investigacion evidenciaron que las practicas lectoras inciden significativamente en la trayectoria pedagogica y social de los pre-ICFES de educacion popular. Asimismo, se determino que dicha incidencia se instala en dos planos –instrumental y esencial–, los cuales expresan la tension entre lo institucional/hegemonico y lo popular/contrahegemonico. EnglishThis document is the product of an investigation developed in the frame of the postgraduate program of Master in Mother Tongue Pedagogy at the Universidad Distrital Francisco Jose de Caldas. Here, reading practices developed in two “pre-ICFES” popular education initiatives, in which the work was orientated to the democratization of the access to advanced education in Bogota were analyzed. The study frame was located in the social, critics and discursive perspective of the reading. Using the case study design and strategies like the documents analysis, deep interviews and narrative observation, reading practices were interpretedin the two popular education initiatives with the aim of describe: i) theoretical basics and pedagogy in the reading in the popular education; ii) reading didactic perspective in the practice; and iii) possible relations between reading practices and communities requirements. In such a way, results evidenced that reading practices significantly affect pedagogy and social actions course in the “pre-ICFES” popular education. Moreover, it was determined that the incidence is settle in two planes -instrumental and essentialthatexpress the tension between institutional/hegemonic and popular/counter-hegemonic practices.

Pedagogía de la lectura en educación popular: el caso de los preicfes populares en Bogotá