LA FORMACIÓN CIENTÍFICA DEL PSICÓLOGO DEL CICS SANTO TOMAS DESDE LA PERSPECTIVA INTERCONDUCTAL: EL CASO DE LA COMPRENSIÓN DE LA LECTURA

Abstract

In professional Psychology teaching there are actually a diversity of theorical visions, techniques, methods, programs, among other concepts, despite this variety, there still prevails a method that is based on the supposed acquisition of knowledge in a passive static monotonous manner on behalf of the students; prevailing the use of language especially written language. The harmful effects of this model are felt practically in all the educational levels, the presence of this method in higher levels is alarming especially in the spaces which are orientated to the teaching-learning of Psychology. In this context it results important to identify the state of prevailing aspects in the mentioned educational spaces, before implementing a new teaching model to be able to estimate the level of affection of a model which is pejoratively called “traditional”. Based on the Lector Adjustment Model by Carpio and Cols. (2005), in the present project the performance of Psychology students from different semesters (2nd and 8th) from the Centro Interdisciplinario de Ciencias de la Salud Santo Tomas (CISCS-ST) of the Instituto Politécnico Nacional (IPN) are evaluated in tasks of the Lector Adjustment. An evaluation with constructed tasks based on three types of criteria of adjustment: Adjustability, Pertinence, and Coherence, applied to two types of texts. No differences were found between students of recent entry to the Psychology area to those who are about to complete their studies, in the different tasks of Lector Adjustment (low, medium, and high complexity). Based on these results, the importance of planning an intervention which permits modifying the results found in the applied evaluation toward a type of instruction more according to the characteristics of scientific formation is discussed.