Prácticas lectoras para el desarrollo de la literacidad crítica en una unidad educativa particular de la ciudad de Cuenca, Ecuador 2025

The study aimed to determine the reading practices employed by teachers to promote critical literacy among students at a private educational institution in Cuenca, Ecuador. It was conducted using a qualitative approach with a hermeneutic design, involving six Language and Literature teachers from the elementary, middle, and upper levels. The methodology included: analysis of the macro- and micro-curriculum; semi-structured interviews; review of school texts; and triangulation of the findings. Results showed that the curriculum does not sufficiently include skills for developing critical literacy, particularly at the elementary and middle levels. However, specialized training and institutional autonomy compensate for these limitations, fostering reflective, dialogical, and contextualized reading practices. It is concluded that strengthening critical literacy requires an explicit alignment between curriculum, teaching practice, and professional training, consolidating reading and writing as spaces for critical thinking and educational transformation.