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Traditionally, the difficulties encountered in the educational process stem from problems related to comprehension. This is further aggravated when students with different languages, cultures, customs, learning styles, academic diversity and levels of preparation in the different subjects at the pre-university levels converge in the classroom. The current demands in the formation of higher education students require systematic attention to the comprehension process by teachers. Therefore, the importance of the work that reveals the potentialities and weaknesses of the preparation of teachers for comprehension in non-philological subjects and proposes a theoretical-methodological proposal.