Con el fin de reconocer diversas interpretaciones de la experiencia docente, sus sentidos, fortalezas, conflictos y debilidades para potenciar la propia práctica, desde el enfoque cualitativo, del método inductivo y el diseño de investigación sistematización de experiencias en educación, se caracterizaron las prácticas pedagógicas de enseñanza- aprendizaje de la lectura en escolares con discapacidad intelectual y diversas necesidades de apoyo. Esto se realiza mediante entrevista semiestructurada a seis docentes, el análisis de tres planes de aula y cinco encuentros con docentes de la “alternativa de apoyos”, de tres colegios públicos de Bogotá. Se logró la construcción conjunta de unidades didácticas que superaron las barreras de acceso que significan las prácticas pedagógicas centradas en los procesos de decodificación y codificación de la lectura. Se implementaron prácticas de enseñanza – aprendizaje que dieron lugar a la lectura como goce desde la experiencia estética y la ensoñación. La evaluación y sistematización de la experiencia permitió, por parte de las docentes, el reconocimiento de estrategias didácticas efectivas que dieran relevancia a los textos propios, a las experiencias de vida, a las múltiples formas de leer. En estas propuestas los escolares fueron el centro de la actividad creadora, sujetos activos que, desde su experiencia individual, fueron capaces de construir significados únicos. Se avanzó en la literatura como derecho al dar relevancia al hecho comunicativo, al entrecruzamiento de lo afectivo, lo imaginario, lo emocional y a la experiencia compartida. Los alumnos lograron comprender y valorar diferentes visiones del mundo, enriquecer y transformar su existencia.Abstract: This thesis is based on qualitative research utilizing inductive reasoning. The selected design is the systematization of experiences in education. This study addresses different interpretations of teachers’ experiences as well as strengths, weaknesses, senses and conflicts. Pedagogical practices in teaching-learning for reading were characterized and implemented in the classroom with children who have intellectual disabilities and diverse needs for support. The study was executed in three public schools with support strategies, located in Bogotá. A semi-structured interview was conducted with six teachers, three classroom management plans were analyzed, and five meetings were held with teachers working on the strategy to support school children with intellectual disabilities. Based on the meetings with instructors and a collaborative approach, different didactic units were prepared, implemented and evaluated in the classroom. The didactic units also resulted in teaching-learning practices for reading based on enjoyment of the aesthetic experience and daydreaming. The systematization of the experiences allowed teachers to recognize effective teaching strategies that give relevance to students' life experiences and the multiple ways of reading that students with intellectual disabilities are capable of. Students were the center of creative activity and active participants who formulated unique meaning, applying the lense of their personal experiences to their reading. The main outcome from this research was progress in reading as a right and the importance of the act of communication. Likewise, the intersection of the affective, the imaginary, the emotional and the shared experience was emphasized. Students were able to understand and value different worldviews while enriching and transforming their existence.