Reading comprehension as a tool for individual and social transformation

Abstract

Reading comprehension is no longer conceptualized as a simple decoding of words, but rather as an active experience of meaning construction wherein the reader interprets text through their own subjectivity and context. Grounded in the theoretical frameworks of Solé (2012) and Ferreiro (2016), this work positions reading comprehension as a mechanism for internalization that empowers individuals to transform their social reality. A qualitative, phenomenological approach within an interpretative paradigm and descriptive scope was employed, adhering to the methodological guidelines of Hernández, Fernández, and Baptista (2014) and Amaya Jiménez et al. (2021). Data collection involved structured interviews with five strategic informants—a principal, an academic coordinator, and three Spanish language teachers—at the San Francisco de Asís Educational Institution, Membrillal campus. Although the number of informants is limited, they were chosen for their pivotal roles in the pedagogical process. The findings demonstrate that reading comprehension extends beyond cognitive development to function as an essential tool for self-learning, which enables subjects to reflect on their experiences and actively influence their environment to foster self-knowledge and social transformation. Thus, the study highlights the urgent need to redefine reading instruction, emphasizing its potential as a formative and emancipatory practice.