Trascendencia de la lectura crítica para la educación

Abstract

This research work was born from the study of the importance of the formation of subjects who critically read the world, from the review of the results of the national and international reading evaluation in Colombia, from the lack of relationship between pedagogy and critical reading, from the tension of teachers facing the task of reading critically and its teaching, the study of the consequences of the unidimensionality of language in acts of communication, the theoretical circumstances of language, communication and discourse in the curricular guidelines and Standards for Spanish Language and the empirical circumstances thrown from an exploratory exercise in which it is consolidated as a complex and problematic reality that: students do not read critically and teachers do not know how to teach to do so because the guidelines that govern them They are ambiguous and start from the one-dimensional conceptualization of language, so the comprehension, analysis and critical interpretation in communicative acts. Consequently, a Critical Reading proposal was built from a hermeneutical approach that guides its teaching under a theoretical and conceptual framework built on the pillars of multidimensional language, Critical Reading and the pedagogy of dialogue, from the theoretical proposal of the Communicative Act. For the above, first, a critical reading method was developed; second, the conception of critical reading was interpreted in the Official Speech that directs its teaching in the institutions of basic and secondary education in Colombia; third, the proposed Critical Reading was confronted with the interpretation of its conception in the Official Discourse; and, finally, general guidelines were proposed to favor the development of Critical Reading skills.