El cómic como mediador pedagógico para el desarrollo de la lectura crítica en estudiantes de grado décimo

Abstract

This monograph examines the development of critical thinking skills in tenth-grade students through the implementation of a pedagogical strategy based on the reading of comics and literary works related to historical contexts of conflict. The study arises from the recognition of students’ lack of interest in traditional reading practices in the classroom, a situation that often limits the development of deeper interpretative and critical reading processes.Using a qualitative approach and an action research design, a didactic strategy was developed in which comics served as an initial resource to engage students in critical reading. Through the analysis of graphic narratives produced during the Second World War and the Cold War, students were later introduced to literary texts related to the period of La Violencia in Colombia. This approach aimed to establish connections between different historical and cultural contexts while strengthening students’ interpretative abilities.The findings suggest that the use of comics as a pedagogical resource increases students’ motivation toward reading, facilitates the understanding of complex historical processes, and promotes the development of critical and reflective reading skills.