This article unveils an exhaustive analysis of research related to critical reading in different academic environments; a search is conducted in the databases of Scopus, Scielo, Redalyc, Dialnet, Google Scholar and different university repositories with a time span between 2018-2024. The bibliographic tour covers the Colombian, Latin American and other international contexts. In total, 26 research articles were found, directed towards the categories of analysis reading and comprehension; critical reading and argumentative text; and argumentation as a tool for citizen transformation. However, as a scaffolding for the present study, 5 doctoral theses on the teaching-learning of critical reading, the role of the teacher and the didactic strategies that make it possible were explored.

The studies tracked evidenced the analysis of the performance of students in critical reading, from elementary school to different undergraduate programs in several universities, reading clubs, among other organizations, and how these performances affect continuity, success and academic relevance. In general, the research and articles focus on detailing the results in critical reading, academic performance and other interests, but only the 5 doctoral theses addressed the incidence of teacher qualification in the teaching of critical reading and the training of critical readers from the perspective of argumentation as a tool for citizen transformation were not evident, this is the emerging possibility to generate new theoretical contributions to contemporary research.