Despertando el pensamiento crítico: autorregulación lectora y transformación pedagógica en primaria

Maldonado Muñoz, G., & Barboza, J. L. (2025). Awakening critical thinking: reading self-regulation and pedagogical transformation in elementary school. Clio. Journal of History, Human Sciences and Critical Thought., (10), 1578-1606. https://doi.org/10.5281/zenodo.15550221

Abstract

This article aimed to analyze the contribution of reading self-regulation to the development of critical thinking skills in elementary school students in Soledad, Atlántico (Colombia). Through a qualitative approach and an action-research design, 20 critical reading and self-regulation workshops were implemented with 29 fourth-grade students, using techniques such as interviews, participant observation, and field journals. The results showed progressive improvement in the participants' reading, self-regulatory, and critical skills. Initially, they demonstrated an incipient mastery of comprehension and teacher dependence, but they evolved towards the conscious use of metacognitive mechanisms, becoming active subjects who question and analyze. In the final phase, they significantly strengthened critical and intertextual reading, the identification of central messages, the analysis of consequences, and a greater capacity for self-regulation and knowledge transfer. It is concluded that systematic and reflective pedagogical intervention is effective in promoting critical reading and self-regulation, highlighting that these are not spontaneous processes but require sustained pedagogical mediation and the need for a transformation in teaching practices for their effective cultivation.

https://doi.org/10.5281/zenodo.15550221

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