This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students. The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading. This is an action research in education that uses a critical reading sheet, designed to identify semantic macrostructures in argumentative-descriptive texts. This research activity allowed us to observe step by step the way in which students explore and display other forms of reading, other than literal. The study helped validate the critical reading sheet as a pedagogical-didactic strategy that favors high-level reading.

This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students. The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading. This is an action research in education that uses a critical reading sheet, designed to identify semantic macrostructures in argumentative-descriptive texts. This research activity allowed us to observe step by step the way in which students explore and display other forms of reading, other than literal. The study helped validate the critical reading sheet as a pedagogical-didactic strategy that favors high-level reading.

El presente artículo recoge la experiencia vivida en la investigación de aula denominada: «La macroestructura textual como estrategia pedagógico-didáctica para promover la lectura crítica en estudiantes de pregrado». El proyecto, emprendido en enero de 2013 y finalizado en diciembre de 2014, asume uno de los problemas experimentados cotidianamente por los estudiantes en su devenir académico: la limitada capacidad de habitar en lectura crítica. Se trata de una investigación acción en educación que recurre a una ficha de lectura crítica, diseñada para identificar las macroestructuras semánticas en textos de corte argumentativos-descriptivos. Dicha actividad investigativa permitió observar paso a paso la manera cómo los estudiantes exploran y despliegan otras formas de lectura, distintas a la literal. El estudio ayudó a validar la ficha de lectura crítica como estrategia ...

This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students. The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading. This is an action research in education that uses a critical reading sheet, designed to identify semantic macrostructures in argumentative-descriptive texts. This research activity allowed us to observe step by step the way in which students explore and display other forms of reading, other than literal. The study helped validate the critical reading sheet as a pedagogical-didactic strategy that favors high-level reading.

This article gathers the experience of classroom research called: the textual macrostructure as a pedagogical-didactic strategy to promote critical reading in undergraduate students. The project undertaken in January 2013 and completed in December 2014, assumes one of the problems experienced daily by students in their academic development: the limited ability to live in critical reading. This is an action research in education that uses a critical reading sheet, designed to identify semantic macrostructures in argumentative-descriptive texts. This research activity allowed us to observe step by step the way in which students explore and display other forms of reading, other than literal. The study helped validate the critical reading sheet as a pedagogical-didactic strategy that favors high-level reading.