Description

Presents the results of a research project aimed at strengthening critical reading skills in tenth-grade students through the stories of Gabriel García Márquez. The study was framed in the socio-critical paradigm, with a qualitative approach, supported by pedagogical action research, developed in three phases: deconstruction, reconstruction, and evaluation of the reconstructed practice. The sample consisted of twenty tenth-grade students. Results indicated that with the support of the research teacher and peer collaboration, students gradually overcame initial difficulties and progressed toward critical reading. The workshops designed around Gabriel García Márquez’s stories, along with constant evaluation in each activity, demonstrated the effectiveness of the strategy implemented. Through frequent reading, students recognized the importance of reading, showed interest in learning, questioned ideas, identified implicit information, analyzed and understood texts, expressed informed opinions, and communicated their ideas effectively, strengthening their critical reading skills.