Fortalecimiento de la comprensión crítica literaria a través de imágenes culturales en estudiantes de 8° grado del colegio alianza, del municipio de Ocaña, norte de Santander

Abstract

This working paper analyzes a pedagogical project aimed at strengthening critical literary comprehension in eighth-grade students at Colegio Alianza in Ocaña, Norte de Santander, through the use of cultural images as a didactic resource. The study arises from the need to transcend traditional practices focused on literal reading and move toward processes of interpretation, argumentation, and critical evaluation, in accordance with national educational guidelines and contemporary multimodal reading approaches. The methodological framework follows a qualitative approach, using an action-research design that integrates the construction of a didactic sequence supported by Project-Based Learning (PBL) and the analysis of culturally meaningful images. The project included diagnostic, design, implementation, and evaluation phases, as well as an expert-judgment validation process. Results show significant improvements in students’ ability to identify symbolic elements, establish intertextual relationships, make inferences, and develop critical arguments. Likewise, increased participation, collaborative work, and motivation toward reading were observed. Reflections derived from the experience highlight the relevance of cultural images as mediators that activate prior knowledge, connect reading with students’ sociocultural contexts, and foster higher-order interpretive skills. In conclusion, the proposal demonstrates that integrating culturally significant visual resources enhances the development of critical readers in basic secondary education.