The Discontinuous Texts: a Didactical Possibility for Encouraging Interpretation

Abstract

This article is the result of research conducted are three public schools in Medellín: José Antonio Galán, La Esperanza y San Antonio de Prado. The main objective was exploring the possibilities for the use of discontinuous texts a didactical medium for encouraging interpretation in students from 4th and 5th grade. The method employed for the research was of a qualitative kind with a focus on learning situations designed from some discontinuous text with a greater social circulation that allowed the strengthening of comprehension and textual interpretation processes. The use of discontinuous texts presents a differentiating element given that these kind of texts, poorly used in class, are a reading alternative in conformity with the kind of texts of greater circulations nowadays and resulted in the strengthening of interpretative processes that lead students to assuming a critical, reflective and analytical attitude towards matters of their everyday life and its immediate social environment, thus resulting in a link of non-scholar knowledge in the school context. At the end of the analysis, certain findings are highlighted as the ones surrounding processes such as autonomous reading, re-reading, interpretative abilities with textual and paratextual elements, collaborative learning, detection of relevant information, correlation between text and context and creation of new texts from pre-established ideas or formats; findings that allows the research to conclude that the link between diverse typologies and text formats is necessary alongside the teaching of different strategies that allow the student the improving off its interpretation abilities and that school must undertake the inclusion of text with meaning for the student and with correspondence with the social use of reading.