Macroestructuras textuales para la lectura comprensiva en educación general básica

Abstract

The document Curricular Update and Strengthening (2010) for Basic General Education is grounded in diverse theoretical and methodological conceptions of educational practice. Among these, the influence of Critical Pedagogy stands out, as it conceives the student as the main protagonist of the learning process, promoting active participation within different methodological structures, with a predominance of cognitive-oriented approaches. Within this framework, cognitive psychology is defined as the branch of psychology that seeks to scientifically explain how the brain processes information and develops mental functions involved in learning. This perspective places particular emphasis on the analysis of internal processes that intervene in knowledge acquisition, recognizing language as an essential human activity for the construction of meaning. Likewise, communicative competence is understood as the set of knowledge, skills, and attitudes that enable an individual to communicate effectively in various contexts. Within this, textual competence refers to the ability to produce and comprehend well-structured texts, both orally and in written form, considering aspects related to superstructure, macrostructure, and microstructure. In this sense, text typology constitutes a fundamental tool for organizing and classifying textual diversity, facilitating its analysis and comprehension.