| dc.creator |
Francisco Sacristán Romero |
|
| dc.date |
2007-06-01T00:00:00Z |
|
| dc.date.accessioned |
2015-07-20T22:21:37Z |
|
| dc.date.available |
2015-07-20T22:21:37Z |
|
| dc.identifier |
1809-4031 |
|
| dc.identifier |
1809-4309 |
|
| dc.identifier |
https://doaj.org/article/b9aa6db523de43ba8e48edbbce998a1b |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/20448 |
|
| dc.description |
The development of this paper, which aims at first hand, to analyze the process of understanding and assimilation of the writing texts by secondary students, emerges not in a vacuum or by chance. Initially, the author was interested in understanding his experience at the secondary school, where some teachers did not explain in a clearer way, the criteria which they used to elucidate what were the central ideas and what the secondary ones were. Another interest was to verify why many secondary students who are going to Universities are able to distinguish among to read a text and understand its central ideas. If this disjunction is conceived as broader manner, the answer probably would be pessimist. This is the case of students of the Alameda de Osuna Institute (Secondary School) in doing exercises about editorials of the diary printing press, according to their teachers. These students think they had understood the essential idea when they just present, with other words, the same issues explicit in the original title of the editorial. It seems to be a bypath or a kind of strategy used by students when they have to face a complex text of an editorial, which probably, the editors spent a whole afternoon working on the text. |
|
| dc.language |
Portuguese |
|
| dc.language |
Spanish |
|
| dc.publisher |
Universidade Estadual de Ponta Grossa |
|
| dc.relation |
http://www.revistas2.uepg.br/index.php/praxiseducativa/article/viewFile/300/307 |
|
| dc.relation |
https://doaj.org/toc/1809-4031 |
|
| dc.relation |
https://doaj.org/toc/1809-4309 |
|
| dc.rights |
CC BY-NC-ND |
|
| dc.source |
Práxis Educativa, Vol 2, Iss 1, Pp 13-26 (2007) |
|
| dc.subject |
Reading |
|
| dc.subject |
Secondary Education |
|
| dc.subject |
Learning |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
DOAJ:Education |
|
| dc.subject |
DOAJ:Social Sciences |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.subject |
Education (General) |
|
| dc.subject |
L7-991 |
|
| dc.subject |
Education |
|
| dc.subject |
L |
|
| dc.title |
La lectura como instrumento clave en el aprendizaje escolar |
|
| dc.type |
article |
|