Voices around critical reading. A practice inherent to the development of thinking and meaningful learning in the university

Abstract

Critical reading as a process at the service of meaningful learning in the university, constitutes a way to deepen the scientific knowledge produced by academic communities. This research, as a result of a documentary review, seeks to integrate the voices of several authors, assumed as referents for the construction of a conceptual and operative approach to critical reading, which is understood as a way of developing thinking to dive deeply into knowledge, in the search for solid reasoning, approaches based on reliable and trustworthy data, as well as fallacious positions that in their contents try to reproduce erroneous interpretations. As a result of relating the theoretical references on critical reading, a series of questions are proposed that the teacher in his daily pedagogical praxis can involve, with the purpose of forming autonomous readers, critically, analytically and reflexively competent to enter the core arguments, the implicit and explicit ideas. It is concluded that achieving significant learning and the operative development of thought depends on deep, rigorous and sensitive dialogue, on the intense search for truth and on questioning the consistency of the arguments on which scientific pronouncements are based.