La lectura y la literatura como derechos? El caso de la discapacidad intelectual

Abstract

La presente investigación abarcó, desde la metodología cualitativa, un doble propósito, el primero, fue describir las concepciones y las prácticas de dos actores (padres y bibliotecólogos) implicados en los procesos de promoción de la lectura (acceso, goce y aprendizaje) con niños y niñas con discapacidad intelectual; y segundo, describir las actitudes e intereses de 6 niños y niñas con discapacidad intelectual expuestos a prácticas de lectura compartida. La discusión genera puntos de encuentro y desencuentro entre las creencias y prácticas soportadas en el mundo adulto, las evidencias investigativas referentes a la lectura en personas con discapacidad, las actitudes e intereses sobre la lectura de 6 niños con discapacidad intelectual, y sus implicaciones en las prácticas cotidianas que generan situaciones de desventaja o discriminación en los diferentes escenarios donde participan los niños y niñas. La investigación se sitúa en la perspectiva de estudios de la Capacidad Humana y Estudios Culturales (MCCDIS), y se entrelaza con los factores de la inclusión social y la estrategia de lectura compartida. Esta investigación concluye que los niños con discapacidad intelectual pueden disfrutar de la lectura, y la implementación de prácticas relacionadas con la lectura favorece su aprendizaje y participación en diferentes entornos como el hogar y la biblioteca. Sin embargo, reconocer la lectura como un derecho es algo primordial en los procesos sociales y de aprendizaje y requiere de mediadores que reconozcan a la lectura como universal que parte de las necesidades, intereses y gustos de los niños. No obstante, existen imaginarios o representaciones simbólicas que limitan los procesos de participación de los niños y niñas con discapacidad, especialmente, con discapacidad intelectual. / Abstract. The present investigation included, from the qualitative methodology, a double intention, first, it was to describe to the conceptions and the practices of two actors (parents and librarians) implied in the processes of promotion of the reading (access, enjoyment and learning) with children with intellectual disability; and secondly, to describe to the attitudes and interests of 6 children with intellectual disability exposed to practices of shared reading. The discussion generates points of agreement and disagreement between the beliefs and practices supported in the adult world, the referring research evidences to the reading in people with disability, the attitudes and interests on the reading of 6 children with intellectual disability, and its implications in the daily practices that generate situations of disadvantage or discrimination in the different scenes where the children participate. The investigation is placed in the prospect of studies of the Human Capacity and Cultural Studies (MCCDIS), and interlaces with the factors of the social inclusion and the strategy of shared reading. This investigation concludes that the children with intellectual disability can enjoy the reading, and the implementation of practices related to the reading, it promotes the learning and participation in different surroundings like the home and the library. However, to recognize the reading as a right is something overriding in the social and learning processes and requires of mediators who recognize the reading like universal, because, that starts of the needs, interest and preferences of children. Nevertheless, it exist symbolic representations that limit the participation processes of the children with disability, especially, with intellectual disability.

The present investigation included, from the qualitative methodology, a double intention, first, it was to describe to the conceptions and the practices of two actors (parents and librarians) implied in the processes of promotion of the reading (access, enjoyment and learning) with children with intellectual disability; and secondly, to describe to the attitudes and interests of 6 children with intellectual disability exposed to practices of shared reading. The discussion generates points of agreement and disagreement between the beliefs and practices supported in the adult world, the referring research evidences to the reading in people with disability, the attitudes and interests on the reading of 6 children with intellectual disability, and its implications in the daily practices that generate situations of disadvantage or discrimination in the different scenes where the children participate. The investigation is placed in the prospect of studies of the Human Capacity and Cultural Studies (MCCDIS), and interlaces with the factors of the social inclusion and the strategy of shared reading. This investigation concludes that the children with intellectual disability can enjoy the reading, and the implementation of practices related to the reading, it promotes the learning and participation in different surroundings like the home and the library. However, to recognize the reading as a right is something overriding in the social and learning processes and requires of mediators who recognize the reading like universal, because, that starts of the needs, interest and preferences of children. Nevertheless, it exist symbolic representations that limit the participation processes of the children with disability, especially, with intellectual disability.