Pedagogical intervention to promote critical reading

Abstract

This article presents the analysis of the study entitled: Pedagogical intervention for the promotion of critical reading. The objective was to design a pedagogical proposal based on didactic units which would allow critical reading in ninth grade students to be strengthened. The methodology was oriented towards a qualitative approach of an action type research in the classroom. Four phases were developed: characterization, design, implementation, and evaluation. The theoretical and conceptual references utilized the perspectives of critical reading and argumentation. The results showed that the use of didactic units favors reading comprehension skills, analysis, and global textual interpretation. It is concluded that students improved and strengthened the processes around critical reading through the recognition of argumentative dynamics from Toulmin’s argumentative model.