Reading on theoretical text at the early disciplinary teaching

Abstract

This article has, as a starting point the problematic situation posed by the disciplinary learning and reading of these texts during the first terms of university education. Our purposeis to present some conclusions, drawn up under Vygotsky‘s Social Interactionism (1977, 1988), based on the results of a test given to Bachelor of Education Science (Licenciatura en Ciencias de la Educación)  beginners at the National University of Luján. This test was elaborated in order toinquire the level of under standing these students have whe reading the specific material given in theear lystages.
For our purpose, we will first discuss some methodologic a laspects of the test mentioned; then, we will present some results, referred to the level of under standing fulfilled by the participants. To conclude, we will state some thoughts related to the possible consequences that this level of understanding may have on the reading practice that these students could develop, later on, with in the academic context.