Resumo

SMITH AVENDANO DE BARON, Gloria  e  GONZALEZ GONZALEZ, Olga Lucía. A Lesson Plan Proposal to Foster Critical Reading. Folios [online]. 2020, n.52, pp.155-171.  Epub 26-Dez-2020. ISSN 0123-4870.

This article shows the results of an educational applied research. The purpose of study was to identify critical reading skills on tenth-grade students from a Colombian educational institution, and how teachers approach critical reading in the classroom. The sample was made up of 90 students, and 4 Spanish language teachers. The researchers collected information through a diagnostic test consisting of 3 multiple-choice, and 19 open-ended questions, designed to identify the students' level of performance in each of the three critical reading dimensions (identification of explicit information, unraveling of implicit information, reflection and evaluation). The researchers also applied a teaching survey with 4 open-ended questions to know the teachers' conception of critical reading, didactic strategies, and the texts the prefer to use to develop it. The results showed students' difficulties in interpretation, reflection, and evaluation; and teachers' theoretical and pedagogical difficulties. To support teachers, the researchers designed a lesson plan based on critical, dialogical pedagogy, in which the thematic content of the area is articulated to critical reading and text production.

Palavras-chave : critical reading; lesson plan; critical dialogic pedagogy; Spanish.

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