Critical Reading from Socially Relevant Problems
This document presents a classroom experience with the purpose to develop critical reading level in eleventh grade students, through a teaching unit in the area of Political Science and Economics, through socially relevant problems. The work was done under the qualitative descriptive approach and th...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12110 |
| _version_ | 1801706739969556480 |
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| author | Romero-Olarte, Betty Ramírez-Rojas, María Isabel |
| author_facet | Romero-Olarte, Betty Ramírez-Rojas, María Isabel |
| author_sort | Romero-Olarte, Betty |
| collection | OJS |
| description | This document presents a classroom experience with the purpose to develop critical reading level in eleventh grade students, through a teaching unit in the area of Political Science and Economics, through socially relevant problems. The work was done under the qualitative descriptive approach and the sample was formed by 20 students of the eleventh grade from Colegio Nuestra Señora de la Concepción. The initial instrument showed that most of the students present difficulties in the critical reading level since, in the contextual reading, they only have an approach to the explanation of the sociocultural character of the text; at the inferential reading, they they show difficulties, because they focus on the relationship with their previous knowledge and they do not go beyond the text. At the intertextual reading, they present an absence of it, because their reasoning only presents evocations of established facts from their cultural knowledge and everyday life, they do not go beyond what the author says. The classroom performed a didactic unit in which four sequences were proposed. These sequences intend to develop critical reading. They included continuous and discontinuous texts, in which some socially relevant problems were approached. After the intervention, students achieved a moderate progress in some of the skills of contextual reading and inferential reading, but, at intertextual reading, the students achieved a slight progress. On the other hand, the work shows that the implementation of texts about socially relevant problems articulated to academic contents of different areas, generates a high degree of motivation in students. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-12110 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-121102021-07-12T07:59:02Z Critical Reading from Socially Relevant Problems Lectura crítica a partir de problemas socialmente relevantes Romero-Olarte, Betty Ramírez-Rojas, María Isabel lectura contextual lectura crítica lectura inferencial lectura intertextual problema socialmente relevante contextual reading critical reading inferential reading intertextual reading socially relevant problem This document presents a classroom experience with the purpose to develop critical reading level in eleventh grade students, through a teaching unit in the area of Political Science and Economics, through socially relevant problems. The work was done under the qualitative descriptive approach and the sample was formed by 20 students of the eleventh grade from Colegio Nuestra Señora de la Concepción. The initial instrument showed that most of the students present difficulties in the critical reading level since, in the contextual reading, they only have an approach to the explanation of the sociocultural character of the text; at the inferential reading, they they show difficulties, because they focus on the relationship with their previous knowledge and they do not go beyond the text. At the intertextual reading, they present an absence of it, because their reasoning only presents evocations of established facts from their cultural knowledge and everyday life, they do not go beyond what the author says. The classroom performed a didactic unit in which four sequences were proposed. These sequences intend to develop critical reading. They included continuous and discontinuous texts, in which some socially relevant problems were approached. After the intervention, students achieved a moderate progress in some of the skills of contextual reading and inferential reading, but, at intertextual reading, the students achieved a slight progress. On the other hand, the work shows that the implementation of texts about socially relevant problems articulated to academic contents of different areas, generates a high degree of motivation in students. Este documento presenta una experiencia de aula cuyo propósito era potenciar el nivel de lectura crítica en los estudiantes del grado undécimo de educación media, a través de una unidad didáctica en el área de Ciencias Políticas y Económicas, en la que se articularon problemas socialmente relevantes. El trabajo se realizó bajo el enfoque cualitativo descriptivo y se trabajó con 20 estudiantes de grado undécimo del Colegio Nuestra Señora de la Concepción. El instrumento inicial evidenció que la mayoría de los estudiantes presenta dificultades en el nivel de lectura crítica, ya que, en la lectura contextual, solo tienen un acercamiento a la explicación del carácter sociocultural del texto; en la lectura inferencial los estudiantes demuestran dificultades, debido a que se centran en la relación con sus saberes previos y no logran ir más allá del texto y en lectura intertextual, manifiestan ausencia de la misma, porque para reafirmar sus razonamientos, la mayoría de los estudiantes solo presentan evocaciones a hechos establecidos a partir de sus saberes culturales y de la cotidianidad, no van más allá de lo que dice el autor. El trabajo de aula se efectuó con la implementación de una unidad didáctica que estaba constituida por cuatro secuencias que apuntaban a fortalecer la lectura crítica. Dichas secuencias contenían textos continuos y discontinuos, en los que se abordaban algunos problemas socialmente relevantes relacionados con el contenido de la asignatura. Luego de la intervención didáctica, los estudiantes alcanzaron un avance moderado, permitiendo el fortalecimiento de algunas de las habilidades de la lectura contextual e inferencial y un avance leve en la lectura intertextual. Por otra parte, el trabajo mostró que la implementación de textos sobre los problemas socialmente relevantes articulados a los contenidos académicos de diferentes áreas, genera un alto grado de motivación en los estudiantes. Universidad Pedagógica y Tecnológica de Colombia 2020-12-10 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12110 10.19053/01201190.n30.2021.12110 Pensamiento y Acción; No. 30 (2021): January-June 2021; 6-20 Pensamiento y Acción; Núm. 30 (2021): Enero-Junio 2021; 6-20 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12110/9964 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12110/10102 Derechos de autor 2020 Betty Romero-Olarte, M.Sc. (c), María Isabel Ramírez-Rojas, M.Sc. |
| spellingShingle | lectura contextual lectura crítica lectura inferencial lectura intertextual problema socialmente relevante contextual reading critical reading inferential reading intertextual reading socially relevant problem Romero-Olarte, Betty Ramírez-Rojas, María Isabel Critical Reading from Socially Relevant Problems |
| title | Critical Reading from Socially Relevant Problems |
| title_alt | Lectura crítica a partir de problemas socialmente relevantes |
| title_full | Critical Reading from Socially Relevant Problems |
| title_fullStr | Critical Reading from Socially Relevant Problems |
| title_full_unstemmed | Critical Reading from Socially Relevant Problems |
| title_short | Critical Reading from Socially Relevant Problems |
| title_sort | critical reading from socially relevant problems |
| topic | lectura contextual lectura crítica lectura inferencial lectura intertextual problema socialmente relevante contextual reading critical reading inferential reading intertextual reading socially relevant problem |
| topic_facet | lectura contextual lectura crítica lectura inferencial lectura intertextual problema socialmente relevante contextual reading critical reading inferential reading intertextual reading socially relevant problem |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/12110 |
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