La inferencia enunciativa, clave en la comprensión de textos expositivos

Abstract

The present research paper describes the pedagogical experience carried out in a District Educational Institution of Bogotá. It begins with the identification of difficulties of reading comprehension that students of third grade present when confronting an expository text, this becomes the pretext to develop an intervention process that affected the practices of the researcher teacher and the learning of the students. The methodology was oriented in the postulates of the interpretative paradigm, the qualitative approach and the design of the research-action. The didactic sequence was implemented as a pedagogical intervention strategy. The results of the proposal confirmed that reading is a process of construction and interpretation and not a decoding exercise, and ratified that the teacher can contribute significantly to the process of reading comprehension from primary basic education. Consequently, it is necessary to modify the traditional pedagogical practices and the role of the teacher as an actor and mediator of these processes, and, finally, to establish the qualification and transformation of the pedagogical work from a theoretical perspective that provides the necessary tools to achieve the objectives.