Comprensión crítica del género ensayo argumentativo: Perspectiva de estudiantes y docentes de enseñanza media en Chile

Abstract

Introduction: during the formal education process in Chile, various argumentative genres are addressed in the classroom, both from the point of view of comprehension and production. In this case, the purpose of this research is to know the conception that Chilean teachers and students of third and fourth grade have of the critical comprehension of the argumentative essay genre. 

Method: is a qualitative, interpretative and cross-sectional research, which obtained the information through a semi-structured interview applied to teachers of various subjects of the Chilean national curriculum and a focus group with students of third and fourth grade. This was based on three thematic axes: reading comprehension, critical reading and argumentative essay genre.

Results: among the results it is possible to point out that there is no common conception among teachers and students to refer to the investigated axes; that students positively value the importance of the argumentative essay in the classroom as a relevant contribution at the moment of continuing studies; and that teacher training in other disciplines does not address critical reading and production of the genre, so that teachers do not have full knowledge about comprehension and production strategies of the argumentative essay genre.

Conclusions: in conclusion, considering the moments of reading and the characteristics of the argumentative essay will be fundamental to have a common conceptual basis in all the areas of knowledge included in the national educational curriculum, which in this sense should be transversal.