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espanolEste articulo analiza la produccion de la figura del buen lector, su proyeccion y su sentido atribuido en un centro de Educacion Infantil y Primaria de la ciudad de Sevilla. El estudio que recoge este articulo es una investigacion etnografica con estudio de caso realizada durante trece meses. Adoptando el enfoque de los Nuevos Estudios de Literacidad, el objetivo de la investigacion era analizar las formas singulares de comprender y practicar la lectura en una escuela concreta a traves del analisis de sus practicas letradas fuera del espacio de las aulas, de sus simbolizaciones y de sus discursos sobre el hecho lector. En el estudio de caso se realizaron quince entrevistas semiestructuradas, se examinaron los documentos internos del centro y se llevaron a cabo observaciones fuera del aula, en los espacios escolares vinculados a la lectura. Las conclusiones de la investigacion senalan, en primer lugar, que el buen lector es una figura conformada por un conjunto variado de dimensiones: el placer de la lectura, la lectura autorregulada, los habitos lectores y el deseo de leer. Asimismo, y en segundo lugar, las conclusiones apuntan que el aprendizaje del buen lector implica un proceso que conduce al alumno y a la alumna desde la heteronomia hasta la autonomia lectora y que se construye a traves de practicas letradas y saberes escolares organizados con el proposito de afianzar las dimensiones referidas anteriormente. EnglishThis paper examines the role of the good reader, dealing with the related prospect and meaning in a Primary and Infant education School setting in Seville. This paper focuses on the study of an ethnographic research with a case study; it was developed during a period of thirteen months. By considering the new studies on Literacy, the aim was to analyse some particular ways in reading comprehension and practice in a specific school. This was performed through the examination of literacy customs out of the school environment, as well as its symbols and its narrative on the reading fact. The case study was carried out by means of fifteen semistructured interviews, the school internal documents were examined and some monitoring was performed outside the classroom in those school spaces closely related to reading. The conclusions from this study show, in the first place, that the role of the good reader entails a set of varied elements: the pleasure of reading, self-regulated reading, reading habits, and the desire to read. Likewise, and in the second place, the conclusions show that the good reader’s learning involves a process which leads the student from reading heteronomy to reading autonomy and which is built through school literacy practices and knowledge in order to consolidate the aforementioned dimensions.

Del placer de la lectura al deseo de leer. El aprendizaje del buen lector