This research explores the relationship students have with the –practices written culture and representations associated with book and reading– by which give meaning to their existence from social needs, recognizing the correspondence between the materiality of the text and the mode of appropriation. In the context of cyber revolution, the convergence of cultural industries and digital networks impacts the relationship that individuals have with the written word re-signifying cultural practices. In recent times, new ways of accessing knowledge and entertainment arise various ways to manage leisure appear. Precisely because free time is a limited resource, its use is a key interests, values and expectations indicator. On the other hand, considering that reading is basically a school practice and recognizing its close relationship with academic achievement, and that young people are leading this process of profound transformation of the act of reading is taken to the college as the observation unit. The fact that continue higher studies after middle school implies a subject illustrated with professional aspirations, with intellectual skills to analyze situations and understand the texts read, although evidence of international performance and teaching experience indicate otherwise. In this context and with that profile in mind, wondering if the reading takes place during their leisure time, which enjoys reading and how it does, what their perceptions are about their condition reader and about digital ways of reading, becomes relevant.
This thesis provides a description and analysis of an empirical issue by a) the application of a survey designed ad hoc, whose questionnaire was administered to a nonrandom sample consisted of three hundred and sixty students; b) the collection and systematization of statistical data and secondary data sources that allow mixing; c) interviews with qualified informants that allowed investigate relevant issues and find meaningful ways. Thus, the methodological strategy involved finding, comparing and identifying trends within the statistical limits of a purposive sample. As kickoff was taken as the theoretical assumptions that a) reading is a production of socially determined meaning and practice historically variable determined by the same socioeconomic than other cultural consumption aspects; b) appropriation that make readers of texts varies by sex, age and school and cultural capital; c) school performance is associated with the intensity of reading.
Some of the results of this research suggest that the picture and sound prevail over writing: within cultural consumption, Internet, music and television are imposed. While young people spend part of their time in virtual peer exchanges for free now prefer traditional recreation and relaxation. Then, after communicating, appropriate Internet for information, as evidenced by the significant impact of reading newspapers and specific consultations sites. However, young people show a widespread resistance to reading in digital media, through fears and assumptions that would realize certain ignorance or lack of mastery of digital language. In fact, for college predominant reading function is to enable the collection of knowledge, therefore perceived the book as an object that conveys knowledge, delinking of pleasure. However, the widespread need for fiction that covers a minority shares with occasional literature evidence. Incidentally, his literary preferences are governed by a like time shared with other young people in the world, a phenomenon that is part of the internationalization of the entertainment market. In addition it was found that, contrary to common sense, there is a negative correlation between reading and other cultural practices; and that the exercise of reading consumption leads to other partners, such as attend the Book Fair and purchase books for given away.
This research is part of a complex process of late modernity and recognizes the profound transformations in the ways of processing the textual contents, picture and sound. However, there are three ideas that fly this thesis. First. While cognitive paradigm shift involved the emergence of digital is unprecedented, the way in which users appropriate Internet and virtual representations that arouse certain developments have profound roots in the past; and in this regard, revise the History of Books and Reading helps to temper some preconceptions. Second. It is insufficient to analyze the roles writer-editor-reader anachronistic conceptual categories under which interference in a work of each are disrupted: for example, users are receivers and, at the same time, content producers. Third. Continuity is seen in young people with regard to the interests, tastes and habits of adolescents, although the legitimacy and ideals and fears associated with reading the related with previous generations.
Finally, this approach leaves a gap for further analysis of the appropriation of the written word and its effects on educational transmission, and in this sense, reflect not only on social conditions in which the university read, but under the conditions social production of those readers, and thus, accountability and performance in this task falls to the State and other institutions that accompany their development and training.