Maestría en Pedagogía · 2026

La comprensión como habilidad lectora interdisciplinar: transformación de la práctica de enseñanza en lengua castellana, matemáticas y filosofía mediante lesson study

This report presents the results of a collaborative research study aimed at transforming reading comprehension as an interdisciplinary skill within the instructional planning, classroom implementation, and assessment practices of teachers in Language Arts, Mathematics, and Philosophy in two rural schools in Cundinamarca. The study followed a qualitative, socio-critical 5 approach and adopted the Lesson Study model as a systematic framework for examining and improving teaching practice. Initial analyses revealed recurrent difficulties in interpreting written statements, reconstructing conceptual relationships, and providing justified explanations— obstacles that limited deep comprehension across the three disciplines. In response, the research team designed generative tasks focused on semantic equivalence, philosophical paraphrasing, disciplinary literacy, and criterial formative assessment. These activities made visible cognitive operations that typically remain implicit, supported the construction of shared pedagogical scaffolds, and clarified the interpretative processes underlying mathematical problem solving, philosophical reading, and argumentative analysis. Findings demonstrate that reading comprehension can be explicitly taught as a disciplinary practice involving inference-making, conceptual structuring, and justified reasoning. They also show that Lesson Study enhances teachers’ capacity to analyze evidence from their own practice, introduce progressive adjustments, and develop methodological agreements among disciplines that often operate in isolation. Finally, the dissemination of results in institutional and academic settings validated the pedagogical relevance of the study and highlighted its potential to inform future literacy practices in rural contexts.