Título de sección
National Reading Program
Contenido de sección
The Secretariat of Public Education, through the Directorate General of Educational Materials, implemented, beginning in 2000, the National Reading Program, which proposes the improvement of student and teacher reading habits to influence the full development of communicative abilities and effective teaching. The achievement of optimal conditions is aspired to so that students, from their entry into basic education, are prepared as independent readers, capable not only of a better school performance, but also of maintaining an attitude open to gaining knowledge and valuing ethnic, linguistic, and cultural differences through the active appropriation of written culture. For this purpose, it is necessary to guarantee student access to diverse reading materials, but overall to favor the occurrence of this approach using the help of teachers, parents, librarians, and all those who can act as mediators between books and students.
In order to achieve this, the Directorate General of Educational Materials selects and distributes the School and Classroom Library to basic education (pre-primary, primary, and lower-secondary) public schools, which is made up of a collection of materials called Libros del Rincón.
Libros del Rincón Collection
The Libros del Rincón collection, beginning with its start-up in the 1980s, has significantly contributed to the preparation of readers in school. The School and Classroom Library databases represent a project for the preparation of readers and writers that offers individual and collective reading options that are not only complimentary but also differ from those that are found in textbooks.
With the National Reading Program for Basic Education, Libros del Rincón extends and deepens its purposes and scope. All students in public schools receive books from this database according to the reading abilities they expected to attain during obligatory education. The collection has monolingual books in Spanish and English, as well as bilingual and state books.
To aid this classification, School and Classroom Library databases are organized into series, genres, and categories.
The series describe reader profiles: Al sol solito (for the youngest), Pasos de luna (for those beginning to read), Astrolabio (for those who read well), Espejo de urania (for independent readers), and Cometas convidados (special editions).
The collection is divided into two genres: informative and literary. For each one, categories that aid the organization of the databases in classrooms and schools are defined.
The categories are, among others: nature; the body; numbers and shapes; objects and their functions; people; past history; places, the Earth, and space; arts and trades; games, activities, and experiments; words; encyclopedias, atlases, and almanacs; technologies; mathematics; biological sciences; bibliographies; adventure and travel stories; comical stories; mystery and horror stories; myths and legends; classic stories; diaries, chronicles, and reports; poetry; rhymes, songs, riddles, and wordplays; theater and puppet shows; travel adventure narratives; detective stories; contemporary narratives.
In summary, the books that private editorials, public organizations, and independent authors submit for consideration to the Secretariat of Public Education to make up the School and Classroom Libraries must be quality materials that may be used in conjunction with other books and materials for the purpose of responding to the multiple student reading needs and purposes and must be susceptible to being incorporated into at least one of the five Libros del Rincón series.
Rules of Operation
The National Reading Program, based on the standards of the federal government, operates by means of certain Rules of Operation, which are found in a body of provisions that specify the manner of operating the program for the purpose of attaining levels of efficiency, efficacy, equity, and transparence.
In the Rules of Operation of the National Reading Program, it is specifically indicated who can participate, the specific aid that may be obtained, the requirements and commitments acquired, the beneficiaries, and, finally, the manner in which a citizen may participate in oversight of the efficient use of public resources destined to each entity.
Thursday, November 11, 2010 at 18:08:19 by Lussette de Paredes Venegas