Reflections on critical reading as a need beyond the school environment
The present article exposes the reflections and questions in front of a series of didactic strategies, designed with the intention of offering new experiences for the strengthening of the critical reading in students of ninth grade of an educational institution of Boyacá. Then the subject is approac...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
| Published: |
Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8914 |
| _version_ | 1801706617928941568 |
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| author | Castillo González, Floriluz Pérez Rodríguez, Nidya Constanza |
| author_facet | Castillo González, Floriluz Pérez Rodríguez, Nidya Constanza |
| author_sort | Castillo González, Floriluz |
| collection | OJS |
| description | The present article exposes the reflections and questions in front of a series of didactic strategies, designed with the intention of offering new experiences for the strengthening of the critical reading in students of ninth grade of an educational institution of Boyacá. Then the subject is approached with a registry of research works at the national level, which provide categorical elements on critical reading in school spaces. The methodology used is the educational research action and the classroom project, as a collaborative strategy for the study of didactic strategies in favour of the use of continuous and discontinuous texts. It approaches critical reading as a tool studied from Cassany (2006), Serrano and Madrid (2007) and Lipman (1998), with features focused on empowering secondary school students with skills of analysis, inference, reflection, critical thinking, creativity and evaluation of reading practice. As partial significant findings, the research finds the possibility of the constant investigation of teachers in the Spanish area, to reflect and understand the critical reading exercises beyond the school environment and the generation of dialogue spaces in the classroom, through confrontation and debate exercises. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-8914 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-89142021-08-02T23:54:04Z Reflections on critical reading as a need beyond the school environment Reflexiones sobre lectura crítica como una necesidad más allá del ambiente escolar Reflections on critical reading as a need beyond the school environment Castillo González, Floriluz Pérez Rodríguez, Nidya Constanza critical reading, critical thinking, didactic sequence, continuous text, discontinuous text. lectura crítica, pensamiento crítico, secuencia didáctica, texto continuo, texto discontinuo. The present article exposes the reflections and questions in front of a series of didactic strategies, designed with the intention of offering new experiences for the strengthening of the critical reading in students of ninth grade of an educational institution of Boyacá. Then the subject is approached with a registry of research works at the national level, which provide categorical elements on critical reading in school spaces. The methodology used is the educational research action and the classroom project, as a collaborative strategy for the study of didactic strategies in favour of the use of continuous and discontinuous texts. It approaches critical reading as a tool studied from Cassany (2006), Serrano and Madrid (2007) and Lipman (1998), with features focused on empowering secondary school students with skills of analysis, inference, reflection, critical thinking, creativity and evaluation of reading practice. As partial significant findings, the research finds the possibility of the constant investigation of teachers in the Spanish area, to reflect and understand the critical reading exercises beyond the school environment and the generation of dialogue spaces in the classroom, through confrontation and debate exercises. El presente artículo expone las reflexiones y cuestionamientos frente a una serie de estrategias didácticas, diseñadas con la intención de ofrecer nuevas experiencias para el fortalecimiento de la lectura crítica en estudiantes de grado noveno de una institución educativa de Boyacá. Luego, se aborda la temática con un registro de trabajos de investigación a nivel nacional, que aportan elementos categoriales sobre lectura crítica en espacios escolares. La metodología usada es la investigación acción educativa y el proyecto de aula, como estrategia colaborativa para el estudio de estrategias didácticas a favor del uso de textos continuos y discontinuos. Se acerca a la lectura crítica como una herramienta estudiada desde Cassany (2006), Serrano y Madrid (2007) y Lipman (1998), con características enfocadas a potenciar en los estudiantes de educación secundaria habilidades de análisis, inferencia, reflexión, espíritu crítico, creatividad y evaluación propias de la práctica lectora. Como hallazgos significativos parciales, la investigación encuentra la posibilidad de la constante indagación de los docentes del área de español, para reflexionar y comprender los ejercicios de lectura crítica más allá del ambiente escolar y la generación de espacios de diálogo en el aula, a través de ejercicios de confrontación y debate. Universidad Pedagógica y Tecnológica de Colombia 2019-02-03 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8914 10.19053/0120-7105.eyc.2017.20.e8914 Educación y Ciencia; Núm. 20 (2017); 169-188 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8914/7367 Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
| spellingShingle | critical reading, critical thinking, didactic sequence, continuous text, discontinuous text. lectura crítica, pensamiento crítico, secuencia didáctica, texto continuo, texto discontinuo. Castillo González, Floriluz Pérez Rodríguez, Nidya Constanza Reflections on critical reading as a need beyond the school environment |
| title | Reflections on critical reading as a need beyond the school environment |
| title_alt | Reflexiones sobre lectura crítica como una necesidad más allá del ambiente escolar Reflections on critical reading as a need beyond the school environment |
| title_full | Reflections on critical reading as a need beyond the school environment |
| title_fullStr | Reflections on critical reading as a need beyond the school environment |
| title_full_unstemmed | Reflections on critical reading as a need beyond the school environment |
| title_short | Reflections on critical reading as a need beyond the school environment |
| title_sort | reflections on critical reading as a need beyond the school environment |
| topic | critical reading, critical thinking, didactic sequence, continuous text, discontinuous text. lectura crítica, pensamiento crítico, secuencia didáctica, texto continuo, texto discontinuo. |
| topic_facet | critical reading, critical thinking, didactic sequence, continuous text, discontinuous text. lectura crítica, pensamiento crítico, secuencia didáctica, texto continuo, texto discontinuo. |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8914 |
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