A meaning experience and a didactic significance in the critical reading process

Abstract

The main purpose of this text is to show meting points between Spanish and Philosophy areas, as a hermeneutic result of the research proposal under the name: 'Spanish and Philosophy: a meeting of knowledge, which favors the critical reading in students of tenth level in three education institutions of Antioquia state,' which allows going beyond the pedagogical discourse with ideas, concepts, and actions that make a teacher as a subject, visible. It is a reflexive, pedagogic and didactic approach focused, from an integrating curricular perspective, in Spanish and philosophy areas in Middle education tenth level students through understanding and comprehension of the proposal Reading, an act of thinking and significance. This proposal is a product of the collective reflection in the research, on a series of dialogic workshops prepared by teachersresearchers as a primary material of pedagogic intervention. Among the most outstanding findings, there is the integration of knowledge in the critical reading process, consolidating mainstreaming areas between philosophy and Spanish, thus verifying the efficiency of the workshop in the development of students’ skills and the curricular planning in a cooperative way by teachers. From this dimension, it can be concluded that the critical reading is a process, which should be promoted from childhood as a cognitive, sociocultural, and creative experience full of meaning and sense within a context.