LITERACY AS THE BASIS FOR THE DEVELOPMENT OF ANALYTICAL THINKING OF THE UNIVERSITY STUDENT

Abstract

Literacy is the closest path to experiencing learning to know. Barrios (2009) argues that the current man, needs to develop skills to process a large amount of information, the student requires processes of synthesis, analysis and understanding to organize and categorize new knowledge. Consequently, Coromoto and Gutiérrez (2012) point out that the process of reading and writing in academic formation from initial to higher education has to be conceived as a reflexive action that allows immediate application in concrete situations of what has been learned. The foregoing will generate in the student internal transformations that are concreted in skills. At the beginning of their university career, it is very common to find in students difficulties in drawing conclusions from the texts they read. They also show difficulties when writing a summary or expanding the writing of a given text, as well as writing a composition of several paragraphs. UNESCO (2005) has pointed out that books and the act of reading constitute the pillars of education and the diffusion of knowledge, the democratization of culture and the overcoming of individual and collective human beings. In this vision, UNESCO recognizes that literacy is a necessary capacity in itself and is the basis of other vital skills. Sharing a text makes think and feel, imagine, create other spaces, discuss opposing situations, issue and exchange opinions or judgments, these activities allow closer links to generate or expand other possibilities of interpreting the reality of the university student environment