A didactic proposal for reading comprehension focused on ways of saying. Contributions to address difficulties in reading disciplinary texts at the second level

Abstract

It is known that the reading comprehension difficulties that students manifest in secondary school are not limited to the conceptual or lexical level, on which the most widespread studies of didactics usually emphasize, but are substantially linked to other textual aspects, such as the declarative, subjective and polyphonic. Starting from the postu- late that school reading practices belong to the content tradition (Hall, 2007), since the objective that guides them is to “find” content in the text, that is, discover what the texts say and not in unravel how they say it (Hall, 2007), this article aims to address reading comprehension by focusing on the discursive materiality of disciplinary discourses, exploring, on the one hand, the ways that construct meanings and, on the other, the resources specifics that configure subjectivity and polyphony. Based on the results of an exploratory survey carried out among secondary school teachers in the City and province of Buenos Aires (Argentina) during 2023, and from the framework of polyphony and enunciation (Ducrot, [1984] 2001; Authier- Revuz, 1984 and 1995; Maingueneau, 1999 and García Negroni, 2005 and 2008), the notion of “facilitation strategies” is taken up, problematized and expanded, which seeks to motivate linguistic reflection regarding pedagogical texts in order to foster academic literacy (Tosi, 2015a, 2017 and 2018). On this occasion, the design of a pedagogical proposal focused on the ways of saying scientific communication for the understanding of reading disciplinary study texts in virtual support is proposed. Throughout the work, the relevance of a proposal of this type is shown, whose aim is to promote metalinguistic reflection and the denaturalization of discursive formulations crystallized in the reading comprehension processes of the different disciplines of the secondary level, thus cementing, a transversal work that can be put into play in the various areas of knowledge.