Fortalecimiento de la lectura crítica y cibercultura: análisis y propuesta didáctica para la educación media en Itagüí, Colombia

This article arises from a doctoral research around the concepts of critical reading and cyberculture, through a didactic proposal based on cyberculture tools to strengthen critical reading in high school students of public institutions in the municipality of Itagüí, Antioquia (Colombia), with a qualitative projective approach, through participatory action research, oriented to cognitive and attitudinal transformations, strengthening and re-signifying critical reading as an active, significant practice connected to the emergence of the manifestations and resources of cyberculture. The findings demonstrated that students improved their critical reading skills with cybercultural resources; Teaching mediation is configured as a fundamental category, strengthening reflection and the construction of knowledge. It is concluded that critical reading can be strengthened through cyberculture; This should not be conceived as alien or distracting from the educational process, but rather as an environment for creativity and critical thinking.