Comprensión y Producción Textual Narrativa en Estudiantes de Educación Primaria / Narrative Textual Comprehension and Production in Primary School Students / Compreensão e Produção Textual Narrativa em Estudantes de Educação Primária

Por medio de un enfoque mixto, se caracterizó la comprensión y producción textual narrativa en estudiantes de educación primaria (primero y segundo grado), así como aspectos psicosociales (valor social de la lectura y hábito lector) y contextuales (interacciones cognitivas y afectivas docente-niños) en docentes de educación primaria de tres instituciones educativas. Se encontró que los estudiantes tuvieron un desempeño medio alto en producción textual y comprensión literal, y bajo en comprensión inferencial. Además, se observó que la mayoría de las docentes son lectoras ocasionales, emplean interacciones cognitivas unidireccionales, ofrecen un mediano apoyo emocional a sus estudiantes y valoran la lectura como una herramienta instrumental y lúdica.

Using a mixed approach, the study described textual comprehension and production of narrative texts in primary school students (first and second grades), as well as psychosocial (social value of reading and reading habits) and contextual (cognitive and affective interactions between teacher and children) aspects in elementary school teachers in three educational institutions. Findings show that students had a medium to high performance in textual production and literal comprehension, and a low performance in inferential comprehension. Furthermore, it was observed that most teachers are occasional readers, use unidirectional cognitive interactions, offer average emotional support to their students, and value reading as an instrumental and recreational tool.

Por meio de um enfoque misto, caracterizaram-se a compreensão e a produção textual narrativa em estudantes de educação primária (primeira e segunda séries), bem como aspectos psicossociais (valor social da leitura e hábito leitor) e contextuais (interações cognitivas e afetivas docente-criança) em docentes de educação primária de três instituições educativas. Constatou-se que os estudantes tiveram um desempenho médio alto em produção textual e compreensão literal, e baixo em compreensão inferencial. Além disso, observou-se que a maioria das docentes são leitoras ocasionais, empregam interações cognitivas unidirecionais, oferecem um apoio emocional médio a seus estudantes e valorizam a leitura como ferramenta instrumental e lúdica.

Aprendizaje y comprensión. Una mirada desde las humanidades / Learning and comprehension. A glance from the humanities

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The learning has been one of the categories more studied by Psychology and the Didactics. It reflects the importance that has in the formation and development of the personality. The most recent and significant contributions in that field refer the existing bonds between the learning processes and comprehension. By the importance of the subject, in the article it is persecuted like objective to reflect around the existing relations between the mentioned processes. The made study is based on the analysis of the referred subject from the systematization of basic postulates of humanistic and social sciences, such as: Psychology, the Linguistics, the Semiotics, the Hermeneutics and the Didactics.

Comprensión y producción textual narrativa en preescolares / Text narrative comprehension and production in pre-kindergarten

Este estudio buscó identificar y describir las habilidades de comprensión y producción textual narrativa de 158 estudiantes de transición de estrato 1 y 2 de colegios públicos de la ciudad de Barranquilla (Colombia). Para evaluar esta capacidad se les pidió a los niños que narraran un texto que se les había leído anteriormente. Las muestras de lenguaje se analizaron utilizando el software SALT y posteriormente se utilizó el software SPSS para realizar los análisis descriptivos. Se consideró la estructura organizativa microestructura, macroestructura y superestructura desde el nivel de comprensión literal e inferencial. Se encontró que la mayoría de los niños tienen un desarrollo narrativo acorde con su edad, sin embargo, la elaboración inferencial fue escasa, lo que posiblemente afectó la comprensión de la historia por parte de los mismos.

This study aimed to identify and describe the skills of textual narrative comprehension and production in pre-kindergarten students belonging to 1st and 2nd social strata of public schools of the city of Barranquilla (Colombia). To evaluate this capability, the children were asked to narrate a text that had been narrated to them; the language samples were analyzed using the software SALT. The organizational structure of microstructure, macrostructure and superstructure was considered from the level of literal and inferential comprehension, finding that most children have a narrative development according to their age, however the inferential elaboration was low, what possibly affected the understanding of story by children.

Inferencias sobre un texto narrativo en contextos de interacción en la educación inicial / Inferences over a narrative text in contexts of interaction in early childhood education

La investigación que da lugar al presente artículo se enmarca en la Psicología Educativa de corte cultural. Explora las relaciones entre las características de las interacciones establecidas para propiciar la interpretación de un texto narrativo y las inferencias que los niños hacen sobre él. Un total de 44 niños repartidos en cuatro grupos de preescolar participó en el estudio. El diseño es de tipo descriptivo-exploratorio, con dos clases de análisis: cualitativo -análisis del discurso- y cuantitativo -análisis de redes sociales-, para procesar los datos. Se encontró que los niños cuyas maestras propician más interacciones cognitivas de alta demanda, proponiendo el análisis de los aspectos implícitos en el texto, logran mayor elaboración inferencial, mientras que los niños cuyas docentes proponen menos interacciones con discusiones principalmente sobre información explícita en el texto, hacen pocas inferencias y con nivel de menor elaboración.

This research explores the relationship between the characteristics of interactions established to favor the narrative text interpretation and the inferences that children make on it. This is marked in the educative, cognitive and cultural psychologist. In this research participated four groups of kinder garden with a total of forty four children. This was a descriptive and explorative design. Was realized a discursive analysis and a social nets analysis to process information. It was find that children which teachers favor more interactions and better interactions raised a textual analyses got a high inferencial elaboration, and children which teachers proposed low interaction raised discussions about explicit information in the text, realized a few inferences and with a low level of elaboration.

La interacción en el aula: una vía para posibilitar la comprensión inferencial de textos narrativos en niños de preescolar / Interaction in the classroom: one way to facilitate the understanding inference of narrative texts in children of preschooler

La investigación explora las relaciones entre las características de las interacciones establecidas para propiciar la interpretación de un texto narrativo y las inferencias que los niños hacen sobre él. Ésta se enmarca en la psicología educativa, cognitiva y cultural. 4 grupos de preescolar participaron en el estudio con un total de 48 niños. El diseño fue descriptivo exploratorio. Se hizo un análisis cualitativo - análisis del discurso - y uno cuantitativo - análisis de redes sociales - para procesar los datos. Se encontró que los niños cuya maestra propiciaba más interacciones alrededor del texto buscando una comprensión como transacción texto -lector, lograron mayor elaboración inferencial y los niños cuyas docentes propusieron interacciones en las que planteaban discusiones sobre información explícita en el texto, realizaron pocas inferencias y de menor complejidad.

This research explores the relationship between the characteristics of interactions established to favor the narrative text interpretation and the inferences that children make on it. This is marked in the educative, cognitive and cultural psychologist. In this research participated four groups of kinder garden with a total of forty eight children. This was a descriptive and explorative design. Was realized a discursive analysis and a social nets analysis to process information. It was find that children which teacher favor more interactions and better interactions raised a textual analyses got a high inferencial elaboration, and children which teachers proposed low interaction raised discussions about explicit information in the text, realized a few inferences and with a low level of elaboration.

Exploración de la comprensión inferencial de textos narrativos en niños de preescolar / An approach to the inferential comprehension of narrative texts in preschool children

Se realizó un estudio exploratorio que buscó tipificar las inferencias que elaboran los niños de transición, en Ibagué, sobre un texto narrativo a partir de una tarea de comprensión textual. La investigación se enmarca en la psicología evolutiva, cognitiva y cultural. Participaron seis grupos de transición y un total de 96 niños. A las docentes participantes se les propuso, en su grupo de transición, la lectura de un mismo cuento y trabajarlo durante tres sesiones en la misma semana para posibilitar la comprensión por parte de los niños. Para evaluar el funcionamiento inferencial que hacían los niños del texto, se utilizó un cuestionario y el análisis de contenido para procesar los datos. Se encontró que el tipo de inferencia que más realizan los niños es la referencial; le sigue con frecuencia media la instrumental, la predictiva y la de reacción emocional; las de menor frecuencia fueron la temática y la de antecedente causal. Sin embargo, se encontró que la comprensión inferencial es pobre en los niños de la muestra.

This paper presents an exploratory study conducted in Ibagué, and whose main purpose was to determine the inferences that pre-schoolers made about a specific narrative text. It was based on recent findings of developmental, cognitive and cultural psychology, and gathered data from 96 preschool children in six groups. The teachers participated reading the same short story for three sessions in one week, in order to enhance the students’ comprehension. A questionnaire was used to assess the inferential function around the narrative text, as well as a content analysis to process the data. The results showed that the main kind of inferences that children made was the referential, followed by the instrumental and predictive inferences and the inferences about emotional reactions; the least frequent were the thematic inferences and those about a causal antecedent. However, the findings showed that inferential comprehension is very poor in the preschool children of the sample.

Produção e compreensão do texto escrito: Um estudo junto a surdos universitários / Production and comprehension of written texts: A study of deaf university students

Em Fávero e Pimenta (2006), apontou-se que a dificuldade dos surdos na compreensão de problemas escritos de matemática relaciona-se ao uso inadequado da LIBRAS pelos profissionais da instituição escolar, como instrumento para a organização de significados semióticos e aquisição deconhecimentos. Com o intuito de estudar o significado das irregularidades apontadas na literatura arespeito da produção escrita dos surdos, analisamos a produção de 6 surdos escolarizados,5 universitários e 1 secundarista, entre 17 e 29 anos, 4 do sexo masculino e 2 do feminino, em resposta a um protocolo sobre a sua compreensão de um texto jornalístico e sobre sua concepção arespeito de suas competências e dificuldades no que diz respeito à produção e compreensão textual.Evidenciou-se que: os participantes desvalorizam suas próprias competências de produção ecompreensão textual; apresentam uma adequada compreensão do texto; utilizam o processamento visual na escrita. Reitera-se a defesa da língua de sinais como língua materna dos surdos e anecessidade de se considerar o processamento visual e o desenvolvimento da consciência sintática emorfossintática, na aquisição da segunda língua. Para tanto, defende-se a importância da pesquisa,tendo por método de investigação, o próprio procedimento de intervenção psicopedagógica, o quesignifica considerar a atividade mediada.

Fávero and Pimenta (2006) demonstrated that the difficulties that deaf individuals experience incomprehending written mathematical problems is related to teaching professionals inadequate use of Brazilian Sign Language (LIBRAS) as an instrument for knowledge acquisition and for the organisation of symbolic meaning. In order to understand the irregularities observed in the literature regarding written production by deaf individuals, research was carried out involving six deaf subject saged between 17 and 29 (four male and two female), of which five were college students and one wasin secondary school. Subjects responded to a series of questions regarding comprehension of a newspaper article and evaluation of their own strengths and weaknesses in relation to textual production and comprehension. It was found that the subjects undervalued their textual production and comprehension skills, showed adequate textual comprehension and used visual processing in writing. Thus, the defence of sign language as the native language of deaf individuals is reiterated asis the need to take into account both visual processing and the development of syntactic and morphosyntactic awareness in the acquisition of a second language. We advocate further research which takes mediated activity into account, adopting the psycho-pedagogical intervention it self as the study method.