Adquisición y desarrollo de aprendizajes de la lectura de ficción en niños y niñas en escuelas de Córdoba, Argentina1

This paper is the result of a research that analyzes the main aspects in the development of reading literary in the childhood. This research was made in four schools in the province of Córdoba (Argentina), and was based on the implementation of recreational-literary activities for multiple groups of students, the objective was analyze how they enhance reading through playful activities. In the results, we will present a series of empirically based categories, obtained from the grounded theory model: Time, senses, social fabric, subjective work and the experience in daily life. In relation to the results, these show that reading is a practice that enables a space for encounters with oneself but also with others, an experience that can be observed later.