Resumo

AMAYA GARCIA, MARCELA A.. Reading comprehension and intercultural education: opening a debate about changing chile's standardised measurement systems and their application in the context of popular urban culture. Pág. Educ. [online]. 2016, vol.9, n.1, pp.88-118. ISSN 1688-7468.

The objective of this appraisal of the current state of reading comprehension measurement systems used in Chile is to discuss their application in the context of popular urban culture. In this way we can determine the potential benefits of combining two theoretical areas which, until now, have been separate: the linguistic discipline through the phenomenon of reading comprehension, and the field of intercultural studies. This is in terms of the approach taken towards individuals from diverse educational contexts, but who attend schools where reading comprehension is taught, and starting with a series of strategies developed from traditional Language Didactics and built on a foundation of the Modelo Pedagógico de Lectura (Teaching Model for Reading) which leaves the subjective situations of the students out of the equation. The aim is to improve performance in national and international examinations such as Chile's Sistema de Medición de la Calidad de la Educación (Education Quality Measurement System, or SIMCE) and the Programme for International Student Assessment (PISA)

Palavras-chave : Reading comprehension; intercultural education; standardised measurement systems; popular urban culture; intercultural studies.

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