Inferential dynamics in the teaching of reading comprehension in the university context

La dinámica inferencial en la didáctica de la comprensión lectora en el contexto universitario

Abstract

The teaching-learning process of reading and comprehension in the university context plays a crucial role in the construction of educational content and the development of students' general knowledge. Therefore, teachers must, in their teaching practices, address this exercise methodologically. This exercise includes developmental dynamics in which metacognition and meta-learning strategies, emerging from students' intellectual potential, empower them with reading prominence, expressed in their knowledge and know-how, as an example of the platform for professional text interpretation and creation they represent. For these reasons, in this work, consistent with the cognitive, communicative and sociocultural approach that assumes the logic of the treatment of the levels of comprehension, it is considered appropriate to propose a logic of reading comprehension, structured by the generation of inferences, so that the intersubjectivity and culture accumulated by the students constitute interpretive-constructionist entities, conceived as resources for reading and production of meanings, which in the dynamics of generating inferences, can guarantee professional communicative understanding and construction. Holistic modeling from the dialectical perspective illustrates the logic that is articulated from the generation of inferences, as a transformative dynamic of the reading process and its comprehension.