Critical Reading as a Tool for Citizenship Education: A Review from The Peruvian Context

Chávez-Fernández J.; Richard Rodriguez-Barboza J.; Stefano López-Luján R.; David Carreño Flores O. · Encuentros (Maracaibo) (2025) · DOI: 10.5281/zenodo.15384503

Resumen

The objective of this research was to analyze the relevance of critical reading for citizenship education, focusing on the Peruvian context. It highlights the fact that critical reading promotes the formation of essential values for social progress, such as justice, equity, tolerance, respect and dialogic participation. Similarly, it highlights how social inequalities are accentuated in the differences in access to education in urban and rural areas, a fact exacerbated by the COVID-19 pandemic, which has led the nation to the digitization of its educational spaces, increasing the previously existing gaps and vulnerabilities. Given this reality, the challenge of promoting critical reading as a means to ensure social transformation and the strengthening of the nation’s democratic institutions is presented. This is qualitative research, with application of the documentary exploration methodology. It is concluded that it is necessary a joint effort, the participation of the State, universities and society in general, in order to advance towards the construction of a critical citizenship, capable of facing the challenges of the 21st century.

Instituciones: Universidad Privada Antenor Orrego; Universidad Tecnológica del Perú; Universidad Nacional de Educación Enrique Guzmán y Valle