This article focuses on formulating pedagogical strategies based on artistic activities to improve reading comprehension in official schools in Bucaramanga, Colombia. It targets 33 second-grade primary students using qualitative methodology with diagnostic tests, field journals, and document analysis. The study emphasizes the influence of Colombian laws and decrees promoting literacy and the importance of effective pedagogical strategies. Artistic education is highlighted as a key element to enhance reading comprehension, supported by authors like Gardner and UNESCO recommendations. The research employs Elliot W. Eisner's interpretive paradigm and Jürgen Habermas's socio-critical theory to explore power dynamics in educational settings, promoting a just and participatory environment. The descriptive methodology allows for a detailed integration of artistic activities into the curriculum, using action research to reflect on pedagogical practices and foster social change. An artistic activities plan is proposed to improve reading comprehension, benefiting students, teachers, educational institutions, and the community.