Desarrollo de la competencia interpretativa a través de la teoría de “enseñanza recíproca” de Palincsar y Brown en los estudiantes de décimo de la Institución Educativa Colegio Comfanorte de los Patios.

Abstract

Reading is the essential tool in life to achieve success, which is why it has become a priority in education to promote the habit of reading from an early age, through comprehension methodologies and textual interpretation. One of these methodologies to teach comprehen-sion and interpretation strategies is the one developed by Palincsar and Brown in 1989 known as Reciprocal Teaching being a teaching approach that is characterized by "guided practice in the application of simple and concrete strategies in the task of understanding a text "(Brown and Palincsar 1989: 413). Interpretive competence seeks to identify and understand the main ideas of a text. It invol-ves understanding the meaning of a text, understood as a complex fabric of meaning. The actions are oriented to identify and recognize situations, problem the meaning of a text, of a proposition, of a problem of a graph, of a map, of a scheme, of the arguments for or against a theory or of a proposal, among others; that is, it is based on the local and global reconstruction of the text (Cárdenas 1999, p 54,55). That is why the strategies of reading comprehension that will drive the development of interpretive competence will be applied. It is desired to promote in high school students the ability to be active readers, able to discern, contextualize and understand the close rela-tionship that exists between thinking and reading.