This article deals with the essential elements that intervene with the ability to understand, from the different text typologies in the teaching-learning process of the Castilian language, based on theory, as well as Colombian normative documents, which as a whole and based on the Political Constitution of 1991, must guarantee an inclusive education, where the social and cul-tural environment of the individuals must be taken into account in order to develop a meaningful and contextualized pedagogical practice. Throughout the writing, the teaching-learning process is related with the formation of the ability to understand, from different text typologies, as a dynamic element of this process in the third grade students of Basic Primary Education.