Estrategias metacognitivas y comprensión lectora en universitarios miembros de comunidades indígenas / Metacognitive strategies and reading comprehension in universitary students members of indigenous communities

Son escasos los estudios realizados sobre estrategias metacognitivas y compresión lectora en estudiantes indígenas, y menos aún en población universitaria. Este estudio descriptivo buscó identificar y analizar las estrategias metacognitivas usadas en relación con la comprensión lec-tora durante actividades estructuradas, con el fin de generar unas recomendaciones académicas generales para el programa institucional. El diseño metodológico incluyó informes verbales, en-trevistas, observación y cuestionarios para indagar sobre el uso de las estrategias metacognitivas de los universitarios. Participaron un grupo de 7 estudiantes miembros de comunidades indí-genas, 3 mujeres y 4 hombres, en edades comprendidas entre 17 y 22 años. Se encontró que los participantes conocen las estrategias metacognitivas que permiten mejorar el nivel de compren-sión lectora, aunque presentan dificultad en la planificación, supervisión y evaluación de estas. Se encontraron rasgos que denotan procesos de adaptación a una nueva cultura académica. Los resultados evidenciaron un cambio y una adaptación a nuevas culturas académicas, que traen consigo una serie de retos y dificultades que se reflejan en el rendimiento académico.

Studies of metacognitive strategies in relation to reading comprehension in college Indians stu-dents are very few. However, there are studies and research in basic secondary students. What drove this research in the university population to expand speech therapy practice. Identify and analyze students' metacognitive strategies in indigenous members of the Universidad Nacional de Colombia in relation to reading comprehension during structured activities. We conducted a descriptive study in which we used: verbal reports, interviews, observation and questionnaires to investigate the use of metacognitive strategies of Indian students. The study included a sample of 7 student members of indigenous communities, 3 women and 4 men, aged between 17 and 22. It was found that the participants know the metacognitive strategies that improve reading com-prehension level, but have difficulty in planning, monitoring and evaluation of these. Features were found which denote processes of adaptation to a new academic culture. The results are evidence of change and adaptation to new academic cultures, which brings a number of conse-quences that are reflected in academic performance.

Processos cognitivos básicos e educação / Basic cognitive processes and education

Este artigo focaliza a relação entre os processos cognitivos básicos e a educação, objetivando apresentar algumas contribuições da pesquisa básica. Relata-se como as pesquisa sobre memória, a atenção, a resolução de problemas, e metacognição podem orientar educadores a melhorar o desempenho dos alunos. São discutidos, ainda, alguns obstáculos que têm dificultado a aplicação do conhecimento gerado pela pesquisa como a falta de comunicação entre pesquisadores e educadores, a necessidade de educação ser baseada cientificamente, a falta de treinamento dos professores e a necessidade de generalização do conhecimento para diferentes contextos, entre outros. Sugerem-se, por fim, alternativas para superar as dificuldades apontadas

This paper addresses the relation between basic cognitive processesand education. It aims at presenting somecontributions from basic research to education. It is illustrated how research on memory, attention, problemsolving and metacognition may help educators in improving students' performance. The paper also pointsout some obstacles in applying the knowledge produced by basic research to learning contexts such as poorcommunication between researchers and teachers, an education not scientifically grounded, the lack oftraining programs for teachers, and the generalization power of knowledge to different contexts