A JOURNEY THROUGH READING COMPREHENSION, ART AND CULTURE: A MUTUAL COMPLEMENT IN READING DEVELOPMENT

Abstract

This essay proposes a broad view on reading comprehension, understood not as a technical skill, but as an aesthetic and cultural experience of strictly human competence. Through reading, art, and culture, reading can become an act of creation, belonging, and resistance. In this sense, reading is presented as a sensory experience, as a dialogue with the symbolic, and as a practice where the reader interprets from their context. The importance of addressing this topic lies in the urgency of rescuing the act of reading in contemporary times, where the digital and informational noise have fragmented thought processes, reducing space for intercultural dialogue. Faced with this scenario, the aim of the essay was to understand the complementarity between reading comprehension, artistic languages, and cultural practices that, when integrated, enhance the individual's reading development. To achieve this purpose, from a methodological point of view, it was based on the qualitative approach, through a documentary and critical analysis.  As a result of the analysis, it was revealed that reading constitutes experience and sensory practice, where the reader is not a passive recipient, but a co-creator who interprets symbols from their affective memory and environment. Finally, the conclusions indicate that reading comprehension, linked to art and culture, is configured as an indispensable pedagogical act to form citizens capable of reading with pause, depth, and inclusiveness.