Social Sciences pedagogical strategies for developing research training skills to mitigate students’ lack of reading

Abstract

This article helps to understand research as an academic practice by proposing strategies against the weak habit of reading in training settings and establishes the possibility of articulating interests in the design of forms and methods that allow responding to the crisis of interpretation of social problems. This reflection arises from the phenomenological-hermeneutic methodology with a social critical approach in a period of two years, training and accompanying 436 students with 145 proposals for formative research; the collecting of the information was through 5 semi-structured interviews with teachers and 50 student surveys. Therefore, this reflection is the initial point of view of a pedagogical proposal that promotes reading and critical reflection exercises.