Description

This article is the research and the objective result of making visible the methodological conceptions about critical reading, as an analysis input so that high school teachers strengthen their teaching and learning processes, starting from the dialogue between peers and training lines formulation. The scarce theoretical foundation that teachers have regarding the use of critical reading in their training processes, makes their importance for teaching and learning, a reductionist aspect in education. Inside the critical reading and the critical reader development is necessary a formation from knowledge, methodology and evaluation of this process. In addition, the most important aspects of the communication between teachers need to be established so that this form highlights the most appropriate methodologies and the best methods to develop and strengthen the processes of training critical readers.