<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712023000300005</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i28.1379</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Aprendizaje y actitudes: un ejemplo de las dificultades de comprensión de un texto argumentativo por adolescentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Learning and attitudes: an example of difficulties in the comprehension of an argumentative text by adolescents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Padilla Martínez]]></surname>
<given-names><![CDATA[Pamela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaría de Educación Pública  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712023000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712023000300005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712023000300005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La comprensión de textos en un contexto escolar es un proceso concreto mediante el cual los estudiantes ponen a dialogar los materiales de lectura, los contextos (inmediatos y culturales), sus conocimientos previos y sus valores, por lo que lo consideramos un proceso esencialmente social. En ese sentido, suponemos que la integración de las múltiples informaciones que un adolescente requiere para lograr la comprensión, eventualmente puede generar conflictos obstruyan el proceso de comprensión. Este estudio presenta un ejemplo en el que la comprensión de un texto argumentativo se ve comprometida por la incompatibilidad de las actitudes de estudiantes de secundaria. Las herramientas teóricas utilizadas para abordar este problema educativo en su dimensión psicológica y lingüística, posicionan las actitudes implícitas en el centro, al tiempo que se apoyan en la lingüística textual y la pragmática. El instrumento para obtener los resultados fue la aplicación de una prueba de comprensión.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reading comprehension within a classroom context is a concrete process in which students put into dialogue the reading materials, the (immediate and cultural) settings, their previous knowledge and their values, so we consider it an essentially social process. In this sense, we assume that the integration of the multiple information that an adolescent need to achieve comprehension can eventually generate conflicts to the point of obstructing the comprehension process. This study presents an example in which the comprehension of an argumentative text is compromised by the incompatibility with the attitudes of lower secondary school students. The theoretical tools used to address this educational issue in its psychological and linguistic dimension put implicit attitudes in the center while relying on text linguistics and pragmatics. The instrument used to obtain the results was the application of a comprehension test.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[texto argumentativo]]></kwd>
<kwd lng="es"><![CDATA[comprensión de textos]]></kwd>
<kwd lng="es"><![CDATA[actitudes]]></kwd>
<kwd lng="es"><![CDATA[adolescentes]]></kwd>
<kwd lng="es"><![CDATA[educación formal]]></kwd>
<kwd lng="en"><![CDATA[Argumentative text]]></kwd>
<kwd lng="en"><![CDATA[text comprehension]]></kwd>
<kwd lng="en"><![CDATA[attitudes]]></kwd>
<kwd lng="en"><![CDATA[adolescents]]></kwd>
<kwd lng="en"><![CDATA[formal learning]]></kwd>
</kwd-group>
</article-meta>
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