Development of critical reading in students of basic higher through teaching mediation in the area of Language and Literature

Abstract

The purpose of this study is to investigate and characterize teaching strategies for fostering critical reading among upper elementary students. Traditionally, low performance has been observed in language and literature, particularly in text comprehension and interpretation. It has been noted that students reproduce information without engaging in analysis or forming their own opinions, reflecting a lack of cognitive autonomy. Using a qualitative methodological approach, this study is descriptive in nature, as it analyzes in detail the characteristics of the problem at hand. Furthermore, this research seeks to strengthen critical reading among ninth-grade students through teacher mediation in Language and Literature. It addresses the need to move beyond rote memorization and the lack of practices that promote reflection and argumentation. Therefore, this work is relevant in fostering critical reading among upper-level elementary students, where a culture of superficial reading predominates, limiting their capacity for analysis when confronted with digital media and public discourse. Its implementation is feasible thanks to access to the student population, institutional support, and available resources. Furthermore, it falls within the theory–practice research framework in teacher education, offering a replicable pedagogical proposal that seeks to improve educational practices and consolidate learning with social relevance.