Habilidades lectoras para el desarrollo del pensamiento crítico en la educación media en Colombia

Abstract

This research was conducted with the purpose of analyzing reading skills in upper secondary education in Colombia and their relationship with the development of critical thinking in tenth-grade students. The study addresses the problem of low performance levels evidenced in national and international assessments, such as the PISA and Saber 11 tests, which consistently reveal deficiencies in reading comprehension, argumentation, and critical interpretation. This situation undermines students’ integral development and limits their preparation for academic, professional, and civic life in a society that demands reflective thinking and complex communication skills. In today’s world, dominated by digital media and visual platforms (virtual literacy), there is an increasing reliance on images and videos, which in many cases has displaced the development of essential reading and writing skills. Although visual skills are important, the lack of a strong foundation in literacy compromises individuals’ ability to process and analyze information critically and to communicate effectively. This educational challenge directly affects the development of critical thinking. Based on this framework, the study proposed three objectives: to identify the reading skills present in upper secondary students, to examine teaching practices that promote those skills, and to propose an improvement route that strengthens critical thinking from the classroom. The research was framed within the interpretative paradigm, using a phenomenological design with a qualitative orientation. Data were collected through questionnaires administered to students and semi-structured interviews with teachers from seven public schools across different departments in the country.