Resumen

BUSTOS CORDOVA, Ruth Belinda  y  GARCIA MONTERO, Ivet. Literacy development in indigenous university students through self-regulation and metacognition. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2021, vol.12, n.23, 00014.  Epub 06-Dic-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i23.967.

This article shows partial results of qualitative and inductive research conducted in a public university that trains education professionals. The aim is to analyze academic reading and writing practices and the importance of self-regulation and metacognitive processes in the development of literacy in young indigenous university students through the reconstruction of their academic trajectories. Our methodology is based on Action Research: techniques such as participant observation, document analysis, and interviews were used for data collection, and theoretical triangulation was used for analysis.

Among our findings we identified that university students have a poor understanding of what they read, added to difficulties in communicating their ideas orally or in writing in academic context, especially indigenous youths who have developed a subtractive bilingualism as a result of schooling and social inequalities. This shows the importance of directing pedagogical mediation towards the development of meta-cognitive skills and the self-regulation of learning to promote literacy, thus ensuring that students use oral and written language critically to express their ideas and continue learning in their professional training.

Palabras llave : literacy; indigenous students; learning self-regulation; metacognition; mediation.

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