Evaluación de competencias de lectoescritura en alumnos de primer ingreso a la Universidad Autónoma Metropolitana-Xochimilco

Abstract

In Mexico, school failure and functional illiteracy are unresolved problems of the National Education System. Read critically and write properly is essential for those who manage to get into college. In this paper, we address cognitive and social aspects overlapped in the acquisition and development of literacy through a diagnostic evaluation applied to more than 50% of first year students at the Universidad Autónoma Metropolitana-Xochimilco. The results point out issues that comprise the low level of skills in reading comprehension and written expression, despite 13 years of schooling. We note the impact of training professionals who are unable to argue and question reality.