The use of collaborative reading circles with Eliécer Cárdenas's work “Polvo y ceniza” to promote literary argumentation in high school students
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This study analyzes the impact of implementing collaborative reading circles using Eliécer Cárdenas' Ecuadorian novel Polvo y ceniza (Dust and Ashes) on first-year high school students in Ecuador. It began with the problem of students' poor literary argumentation skills, associated with low reading habits and little motivation toward classic national literature. The objective was to promote and evaluate the development of literary argumentation through collaborative reading of the work, encouraging critical thinking and dialogue among peers. The research, which took a qualitative approach supported by quantitative techniques, was carried out with a group of 30 students through weekly guided reading circle sessions. The results show a significant improvement in the students' ability to construct well-founded literary arguments, greater participation and enthusiasm in the debates, as well as an increase in their deep understanding of the work and its context. It is concluded that collaborative reading circles are an effective teaching strategy for strengthening literary argumentation skills and a taste for reading in high school students.
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