Academic Reading, scientific research and modes of thinking, how to produce knowledge in university education?

Abstract

University education requires, from those who are trained at this level, the operationalization of higher order thinking skills, through which to achieve the meaningful appropriation of knowledge. The purpose of this research was to relate academic reading, scientific research and modes of thinking as processes associated with the epistemic operation at the university level.This study employed a qualitative approach content analysis was used as a technique. The results indicate that the identification of implicit and explicit ideas, underlying approaches, theoretical and epistemic referents, as well as the deduction of ideological aspects seek to condition the interpretative understanding of both accumulated knowledge and reality. The studies analyzed consider that reading, researching and thinking involve processes mediated by the need to go beyond the given, for which it is considered essential to adopt academic attitudes linked to questioning, with the examination of premises and the thorough assessment of accumulated knowledge, in an attempt to build one's own positions that, mediated by reflective questioning, broaden the horizons of knowledge in the field of affiliation. In conclusion, producing knowledge in university education requires the cognitive disposition to distinguish what is true from what is false, a process that demands a deepening of knowledge and reality in order to determine what is unpublished, true and relevant; that is, the reasoning on the basis of which to analytically and interpretatively face the phenomena of the discipline of academic affiliation.