The principle of didactic orientation inferencial in the process of textual understanding

Abstract

Introduction: The purpose of this paper is to address the Principle of inferential didactic orientation in the textual comprehension process, which not only contributes to the solution of a problem present in the comprehension process, but also favors the creation of an environment of reflection, interpretation and exchange of experiences and cultural experiences in the process of textual comprehension.
Materials and methods: Some theoretical and empirical methods are declared that facilitated the obtaining of information related to the subject investigated, as well as the theoretical-methodological references.
Results: Subsequently, results are offered that demonstrate the validity of the proposal, as a didactic way, which contributes to logical reasoning in the orientation of inferential processes, which implies greater didactic-methodological preparation of teachers and greater prominence of students. in the teaching-learning process of textual comprehension.
Discussion: For the application of this principle, it will be exemplified by a literary text of the lyrical genre by Jesús Orta Ruiz. For this, didactic orientation is necessary in three fundamental levels of help: Level of help before reading, Level of help during reading and Level of help after reading.
Conclusions: The Principle of inferential didactic orientation favors the creation of a contextualized environment, through the exchange of experiences and cultural experiences. Thus, in the didactic orientation to the inference, it contributes to the logical reasoning and the discursive improvement of the students.