Institutional Reading Plan in the cultural identity of children in fifth grade of General Basic Education.

Abstract

Today, globalization has weakened the connection between local culture and education. The Plan Lector has emerged as an educational tool that promotes reading and strengthens cultural identity. This paper uses a qualitative exploratory approach to analyze the contribution of the Institutional Reading Plan to the cultural identity of fifth-grade students. Two instruments were designed for data collection: a rating scale and an interview script. The programs ATLAS. TI and Microsoft Excel were used. The results indicate that although the Plan encourages the reading habit, it does not sufficiently emphasize cultural identity, as texts of foreign origin predominate. In conclusion, the Institutional Reading Plan must be redesigned so that students see themselves reflected in what they read. This will help them become readers who can engage with their environment and develop their own cultural identity and autonomy.