{"id":17263,"date":"2026-06-29T09:14:48","date_gmt":"2026-06-29T07:14:48","guid":{"rendered":"https:\/\/projectes.xtec.cat\/nou-curriculum\/?page_id=17263"},"modified":"2026-06-29T09:19:51","modified_gmt":"2026-06-29T07:19:51","slug":"orientacions-de-lectura-literaria","status":"publish","type":"page","link":"https:\/\/projectes.xtec.cat\/nou-curriculum\/orientacions-de-lectura-literaria\/","title":{"rendered":"Orientacions de lectura liter\u00e0ria"},"content":{"rendered":"\n

Orientacions de lectura liter\u00e0ria<\/h1>\n\n\n\n
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Per tal d\u2019acompanyar els docents en el desplegament del nou curr\u00edculum a l\u2019aula, el Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional ha publicat de publicar tres documents d\u2019orientacions per treballar l\u2019educaci\u00f3 liter\u00e0ria en tots els nivells educatius: infantil, prim\u00e0ria, secund\u00e0ria, batxillerat i adults. Ha estat un treball conjunt de la Subdirecci\u00f3 de Lleng\u00fces i la Subdirecci\u00f3 de curr\u00edculum que s’emmarca en les actuacions del Pla Nacional del Llibre i la Lectura, que es duu a terme conjuntament amb el Departament de Cultura, i del Pla per a la millora de la compet\u00e8ncia lectora del Departament d\u2019Educaci\u00f3 i FP.
La lectura liter\u00e0ria permet millorar la comprensi\u00f3 del m\u00f3n que ens envolta i de nosaltres mateixos a trav\u00e9s d\u2019experi\u00e8ncies est\u00e8tiques, del coneixement de la llengua i de cultures diverses. A m\u00e9s a m\u00e9s, resulta essencial perqu\u00e8 l\u2019alumnat desenvolupi la sensibilitat est\u00e8tica, el gust per la lectura, l\u2019h\u00e0bit lector i la creativitat al llarg de la vida.
El sistema educatiu ha de formar lectors literaris competents capa\u00e7os d\u2019interpretar qualsevol text i de fer connexions amb altres textos i manifestacions culturals. Per aix\u00f2 resulta imprescindible la iniciaci\u00f3 en aquestes pr\u00e0ctiques des de les etapes educatives inicials i un acompanyament docent en obres rellevants i complexes, perqu\u00e8 els donar\u00e0 eines per progressar en la seva formaci\u00f3 liter\u00e0ria.
Mitjan\u00e7ant l\u2019educaci\u00f3 liter\u00e0ria a l\u2019aula infants i joves adquireixen un llenguatge espec\u00edfic per parlar sobre els llibres a la vegada que aprenen a analitzar la lectura i a interrelacionar les compet\u00e8ncies adquirides amb altres manifestacions art\u00edstiques i culturals com ara el cinema, el teatre, les arts pl\u00e0stiques, etc.
Un model competencial implica la contextualitzaci\u00f3 dels sabers. Aix\u00ed doncs, el punt de partida i el fil conductor s\u00f3n la lectura i la reflexi\u00f3 sobre els textos. D’aqu\u00ed n\u2019emergiran les activitats i els sabers que tinguin sentit. Els continguts es van construint de manera inductiva i no es donen pr\u00e8viament elaborats. \u00c9s important fixar els coneixements perqu\u00e8 puguin ser recuperats en altres lectures.
El docent, com a mediador, ha de proposar activitats variades i \u00fatils que activin els aprenentatges. Aquesta mediaci\u00f3 planificada i ajustada a uns objectius determinats \u00e9s essencial per garantir que tant les pr\u00e0ctiques de lectura guiada com el temps de lectura aut\u00f2noma tinguin un impacte efectiu en tots els aprenents i no nom\u00e9s en aquells que ja s\u00f3n lectors.
Els dossiers d’orientacions i tota\u00a0la documentaci\u00f3 associada (infografies espec\u00edfiques amb la informaci\u00f3 essencial de cada document, enregistrament de la sessi\u00f3 informativa i presentaci\u00f3 de suport) a l’enlla\u00e7\u00a0La lectura liter\u00e0ria de 0 a 18 anys: enregistraments i materials did\u00e0ctics | Projecte Llengua i Literatura<\/a>.

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Orientacions de lectura liter\u00e0ria Per tal d\u2019acompanyar els docents en el desplegament del nou curr\u00edculum a l\u2019aula, el Departament d\u2019Educaci\u00f3 i Formaci\u00f3 Professional ha publicat de publicar tres documents d\u2019orientacions per treballar l\u2019educaci\u00f3 liter\u00e0ria en tots els nivells educatius: infantil, prim\u00e0ria, secund\u00e0ria, batxillerat i adults. Ha estat un treball conjunt de la Subdirecci\u00f3 de Lleng\u00fces […]<\/p>\n","protected":false},"author":7,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"close","template":"","meta":{"_acf_changed":false,"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-17263","page","type-page","status-publish","hentry"],"acf":[],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/pages\/17263","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/comments?post=17263"}],"version-history":[{"count":6,"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/pages\/17263\/revisions"}],"predecessor-version":[{"id":17282,"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/pages\/17263\/revisions\/17282"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/nou-curriculum\/wp-json\/wp\/v2\/media?parent=17263"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}