HOLISTIC VISION OF DIDACTICS FOR THE CRITICAL INTERPRETATION OF ACADEMIC TEXTS WITHIN SECONDARY EDUCATION

Abstract

This research analyzes reading comprehension didactics and academic text interpretation in general secondary education, starting from a holistic vision that challenges fragmented instructional models. The primary purpose was to ground theoretical didactics that assumes reading as a complex meaning-construction process, integrating socio-formation and critical thinking. Methodologically, the study followed a qualitative paradigm with a descriptive-analytical documentary design, using the PRISMA protocol for a systematic review of high-impact literature published between 2020 and 2025. Results reveal a critical gap between university requirements and the preparation received in high school, exacerbated by prescriptive teaching that annuls the learner's subjectivity. This situation demands a reconfiguration of the pedagogical model towards linguistic transversality and the development of high-level discursive competencies. The dialectical discussion, supported by socio-formation, concludes that academic text interpretation is an act of cognitive justice essential for ensuring equity in the transition to higher education. It was identified that using critical reading strategies and technological mediation significantly strengthens the student's intellectual autonomy against contemporary information saturation. Abreu (2024) emphasizes the need to strengthen functional discursive capacities to mitigate the pedagogical lag that leads to premature university dropout in contexts of structural vulnerability. Consequently, a holistic didactics model is proposed to harmonize neurodidactics and hermeneutics as pillars of a new situated and transformative pedagogical praxis. This vision allows secondary schools to form subjects capable of unraveling the underlying ideologies in scientific, social, and cultural discourse.