Potenciar la lectura crítica de los estudiantes de ingeniería civil de la Universidad La Gran Colombia

Abstract

Recognizing the importance of the Socio-critical Pedagogical Model of the Universidad La Gran Colombia, it was realized the need to put into practice-engineering students’ reading skills to promote critical reading, as an appropriate competences required to a civil engineer in practice in a socio-cultural context. So, this research was directed to analyze the related conditions of a group of students of the Civil Engineering School, to recommend the necessary measures to obtain such a result. Nine didactic workshops in different courses were performed under the four well known basic language skills: to listen, to talk, to reed, and to write. Firstly, and with a diagnostic tool, the students' long distance between the civil engineering discipline and its required sociocultural interrelationship was evidenced, by considering that engineering implicitly, with its applied knowledge, could solve all problems. With reading comprehension exercises and argumentation practices around the text content, ending with problematical questions proposals, this didactic practice showed its benefits as a practical tool to support critical reading in engineering teaching