Abstract
This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students. The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading. This is an action research in education that uses a critical reading sheet, designed to identify semantic macrostructures in argumentative-descriptive texts. This research activity allowed us to observe step by step the way in which students explore and display other forms of reading, other than literal. The study helped validate the critical reading sheet as a pedagogical-didactic strategy that favors high-level reading.
Highlights
R El presente artículo recoge la experiencia vivida en la investigación de aula denominada: «La macroestructura textual como estrategia pedagógico-didáctica para promover la lectura crítica en estudiantes de pregrado»
A This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students
The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading
Summary
El actual déficit en comprensión lectora y lectura crítica, experimentada a escala mundial, constituye un desafío para docentes y estudiantes; más aún cuando se cuenta con una generación de jóvenes un tanto cómodos y satisfechos en hacer lectura literal de las realidades que estudian, y muy pocas veces exploran otras dimensiones superiores de comprensión y evaluación. Según Girón, Jiménez y Lizcano (2008), la universidad coloca al estudiante en un escenario social distinto que le exige tomar posturas éticas y decisiones responsables, ante las realidades circundantes y los hechos que tiene que analizar, cuestionar y juzgar. Le permite vivir como ciudadano activo, crítico e intelectualmente perspicaz, capaz no solo de interpretar y analizar el mundo que le rodea, sino de adelantarse a los sucesos que están por acontecer. En siete apartados, la experiencia investigativa denominada la «macroestructura textual como estrategia pedagógico-didáctica para promover lectura crítica en estudiantes de pregrado» (investigación de corte cualitativa, con enfoque crítico social). Finalmente, están las conclusiones y sugerencias emanadas del proceso investigativo
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