The school as a space for mediation: pedagogical experiences to transform the reading climate

Abstract

This article addresses the complex challenge of transforming literacy instruction, which has often been reduced to more mechanical assessment practices, thus losing its social value and impact on student identity. In response, the following "Situated Didactic Model for Activating Reading Motivation" is proposed, which envisions a restructuring of the teacher's role: from a traditional transmitter of knowledge to a cultural mediator who creates meaningful experiences. At the micro-curricular level, the model is structured around three central pedagogical actions: the creation of contextualized experiences, the instruction of cognitive strategies, and constructive feedback. These teacher interventions aim to activate the three drivers of student motivation: (1). autonomy, (2) competence, and (3) social relevance, which are integrated and processed through self-efficacy and a positive emotional climate that helps reduce anxiety. Finally, the article reflects on how curricular standardization and monolithic, large-scale classrooms hinder its implementation. It is concluded that applying this framework is important to cultivate commitment and create an authentic, voluntary, and autonomous reading habit.