Taking into account the importance of the interdisciplinarity of the critical reading component in current educational contexts, this paper shows the preliminary results regarding the state of the art on ongoing research that aims to analyze the relationship of interdisciplinarity with the development of critical reading in the teaching practices of secondary education teachers in official urban educational institutions of Montería. Córdoba. It is theoretically based on the postulates related to sociocultural learning of Lev Vygotsky, The Theory of Interdisciplinarity, such as the one proposed by Julie Thompson Klein, in disciplinary development, the theory of situated knowledge of Lave and Wenger. It was possible to identify that research on pedagogical practices and critical reading, such as that of Álvarez and Ramírez (2020), Brito (2020); Salampessy and Suparman (2020); Bravo (2020); Fonseca & Castiblanco (2020) teaching methodology and family and cultural environment are crucial for the development of critical skills. In addition, the importance of critical reading in secondary education and the need for adequate teaching resources, including electronic modules, are highlighted. The integration of approaches such as poetry and image can enrich textual comprehension, and the need for effective pedagogical strategies to train critical thinkers, who contribute to a more reflective and analytical society, is highlighted.