Analysis of the Pedagogy of Critical Reading in Secondary Education in Colombia and the Need for New Forms of Didactic Interventions to Address It

Abstract

This think piece is derived from the research Transformación de la praxis docente a través de un programa de formación en pedagogía de géneros textuales para la enseñanza de la lectura crítica [Transformation of Teaching Praxis Through a Training Program in Pedagogy of Textual Genres for Teaching Critical Reading], which is carried out at the Universidad Metropolitana de Educación, Ciencia y Tecnología de Panamá. The main objective of this article is to analyze the teaching of critical reading in Colombian Secondary Education, thus seeking other forms of didactic mediation between this way of reading and the student. The methodology of this study was qualitative, and a documentary review was chosen. For this, it was necessary to read bibliographical sources that allowed raising discussions, conjectures and tensions around the proposed theme from the objective. The main results indicate that, on the one hand, neither critical reading is being taught in accordance with social changes nor facing the challenges of modernity, and, on the other hand, it is understood that there is an absence of critical thinking in education, and this is replaced by the ease provided by the internet. It is concluded, then, that there is a need to look for other teaching alternatives for critical reading in Secondary Education.

Keywords

• critical reading teaching
• secondary education
• competency-based education
• critical thinking
• modernity