¡Odio leer! ¡Me fascina leer! Breve análisis descriptivo de experiencias favorables y desfavorables de lectura literaria escolar

This article aims to characterize positive and negative experiences related to school-based literary reading, based on a corpus constructed from the diverse voices of students within the Chilean educational system. The relevance of this study lies in the richness of its findings, which can inform the contextualized didactic design of literary learning environments and reading mediation practices. Methodologically, this qualitative study presents the cases of 13 students aged 15 to 17, who, through semi-structured interviews, recount two types of significant episodes in their relationship with school literary reading: those perceived as positive and those regarded as negative. Among the main findings, positive experiences are marked by dynamic conversational interactions that promote affective, creative, and identity-related engagement with literature. In contrast, negative experiences are characterized by a lack of support and mediation, often within instructional designs focused primarily on graded assessment.