La pedagogía de géneros textuales y el andamiaje curricular como mediación didáctica para la comprensión de textos filosóficos

To make philosophical texts more accessible to middle and high school students, they mustbe simplified and clarified linguistically: the terms used to teach the subject should not consistof long, complicated sentences or have complex grammatical structures that make them difficult to understand. This article presents the results of an action research project in which a teaching sequence was designed and developed based on the Sydney School’s Pedagogy of Textual Genres (PGT) and the Curricular Scaffolding proposed by Bruner. The proposal was implemented in aschool in the Caribbean region of Colombia with a socioeconomically vulnerable population, using Plato’s Allegory of the Cave, a work frequently read in secondary education, as the central text. Thefindings show that the integration of PGT and curricular scaffolding promoted students’ literaland inferential comprehension by enabling them to identify discursive genre, analyze semantic structures, and recognize lexical-grammatical resources. The experience also showed that teachermediation and student participation were decisive factors in making philosophical reading anaccessible and meaningful practice. This study confirms the potential of PGT as a strategy fordemocratizing access to philosophy in secondary education, overcoming the tendency toward rotememorization and opening spaces for critical reflection.