Critical reading as strategy for the development of logical thinking

Abstract

Critical Reading gives a very important input for the development of the thought as it allows
an analysis from different perspectives, the language and the way to perceive and understand the world. It helps to understand and identify the socio-historical reality, based upon a context, indispensable to understand the text.

Thus, the student is able to place himself into the reading and becomes interested in it when
his/her motivation is strengthened to face the reading process. It is an important strategy which develops the logical reasoning, taking as a basis the linguistic sign. This way, the vocabulary can be acquired in a logical manner always linked with its reality. This tool allows for reasoning, analyzing and perceiving everyday situations which are not wholly decodified.

The curriculum is presented from the Social Structure as the best and biggest way to guarantee the linguistic, cognitive and communicative knowledge in permanent practices. The educative practice has countless methods and techniques which specially aim at improving and optimizing the teaching-learning reading process; but, if there is a lack of motivation and empathy between student-teacher, it becomes useless to promote the formation of a holistic being.

Assigning the social and cultural character to the Reading, means to transcend from a lineal reading to a reading “between the lines”, identifying each actor´s ideology. This proposal aims at legitimizing a methodological strategy which starts from the analysis as an everyday
practice, joining the esthetical joy and the analysis. The teacher must be aware that the didactics of the teaching is perhaps the determining premise when applying the reading
processes. That is when the adequate channel to treat the macro skills is opened; that way the students feel identified with what they read, they become aware of the power that they will have in the acquisition of knowledge. The analysis is precise and technical. It utilizes different categories which start from signs and project to the semiotics, to achieve an optimal application of the CAS (Critical Analysis of the Speech), for the development of the thought; thus also achieving the formation of people who are critical, analytical and able to face a globalized society.