Método de lectura crítica y producción escrita para fortalecer el proceso de aprendizaje en la Educación Superior

Abstract

The Project proposes literacy skills in higher education as a theme. It takes the following issues as a frame of reference: 1) the low levels of student performance on tests that measure the quality of Colombian education; 2) the guidelines that the MEN has established to strengthen generic competences; 3) the difficulties that the student presents, both upon entry and throughout their professional training, in relation to the understanding and production of academic texts, which generates a high dropout rate (Semana, 2016). Although the experts' recommendations indicate that to promote student retention in higher education institutions, it is urgent to generate teaching and learning strategies in literacy; However, many proposals are insufficient for at least two reasons: because they emphasize the theoretical understanding of language more than its concrete practice (Bañales; Castelló; Montserrat; and Vega, 2016, p. 31); and because they fail to articulate oral competences with those of literacy. In this sense, it has been verified that Latin American culture has privileged the oral tradition as a way of knowing and expressing reality (Cocimano, 2006, p.25). But, when the knowledge that compromises the skills of scientific reading and writing is deepened, a disarticulation is found: the students have more clarity when it comes to expressing their ideas, criticisms and arguments; however, the same does not usually happen when they are asked to encode them in writing, since they write as they speak (Domínguez; 2002, p. 87). The problem has two parts: on the one hand, that the theoretical understanding of language does not necessarily affect the specific development of language skills; and, on the other hand, that the development of oral competencies is disarticulated from academic literacy. So, it is worth asking: What impact does the level of literacy have on students when they enter university with academic performance and early dropout? The hypothesis is that the learning of scientific literacy requires the implementation of a method that provides tools that allow the student to understand, organize and contextualize the information, to assume a critical and purposeful position, which can be socialized through their research, and that will qualify your personal, professional and citizen performance. This method, as a toolbox, allows communicative competences to be put into work as a “know-how”, based on the theory of language, and articulated with orality.