Estrategia didáctica para fortalecer las habilidades lectoras y el pensamiento crítico en estudiantes de grado décimo de la Institución Educativa Río Tapaje

Abstract

This research aimed to strengthen reading and critical thinking skills in tenth-grade students at the Río Tapaje Educational Institution in the municipality of El Charco, Nariño, through the design and implementation of a contextualized teaching strategy that promoted textual comprehension, analysis, and argumentation. A qualitative approach was adopted using the Participatory Action Research (PAR) method, which incorporated the phases of diagnosis, planning, implementation, and reflection. This approach actively involved students in the learning process and fostered critical reflection on their reading practices. The results showed that, in the diagnostic phase, students exhibited difficulties in inferential and critical comprehension, as well as low motivation toward reading. However, after the implementation of the teaching strategy, significant progress was observed in literal, inferential, and critical comprehension, as well as in the development of critical thinking, reflected in a greater ability to interpret, analyze, and argue ideas based on texts. Furthermore, an increase in student participation and motivation was evident, as they began to assume a more active role in their learning process. In this way, the teaching strategy contributed to transforming reading practices, promoting more reflective, critical and contextualized reading processes, where reading ceased to be a mechanical activity to become a process of reflection on the student's reality, thus promoting a more relevant and meaningful education.