La Lectura como Proyecto Político para el Fomento del Pensamiento Crítico en Espacios Interculturales

Abstract

This research project aims to promote spaces for the development of critical and reflective thinking through reading within the context of Colegio Bilingüe Lacordaire (transition grade) and the educational community of the Hennepin and Ramsey County School Districts. To achieve this, a conceptual framework has been constructed to analyze the collected data from each of these contexts. On one hand, the study delves into the concept of critical thinking and critical pedagogies, from which analytical categories such as empathy, identity, pedagogies of recognition, and literature for identification have emerged—key elements in exploring how reading can serve as an emancipatory political project. Building on these elements and employing the participatory action research method, a series of instruments have been developed to engage with the contexts and better understand their challenges and opportunities. The collected data revealed discourses and dynamics that illustrate how individuals are embedded in a society that limits critical thinking and hinders the construction of identities in intercultural spaces. Finally, the research proposes a pedagogical strategy that brings this conceptual framework into the classroom, creating space for transformative action. The goal is to empower future generations to embrace their own identities and practice their freedom.