Lectura desde la pedagogía crítica: una propuesta para la intervención educativa significativa.

This paper describes reading as an intellectual process that allows one to discriminate information, understand it and find its underlying assumptions as inherent operations of any meaningful educational intervention. Some proposals from critical pedagogy are also assumed, so that teachers can promote and develop in students analytical and reflexive competences in the different academic activities, either inside the classroom or in other spaces. It is concluded, then, that for critical pedagogy, reading is a process linked to learning, to dialogue and to the development of cognitive skills on which the construction of new ideas and positions depends, which give an account of the resignification that the subject gives to the contents with which he or she interacts. This allows him to integrate views from various disciplines, deepen significantly in scientific knowledge and contribute to the identification of core ideas, ideological positions and disciplinary positions. [ABSTRACT FROM AUTHOR]