This article is developed according to the research process of the doctoral thesis entitled Alternative Pedagogies in the teaching of literature: innovative approach to achieve critical thinking in high school students of public institutions, Montería - Colombia, thesis carried out in the doctoral training program of the University of Panama. The objective of this article is to provoke a reflection and reinvention of the practices of teaching literature based on the analysis of this investigative process. This text consists of three sections or subtitles that expose the course of the research; the first, entitled from the description and explanation of the problem to be treated; the second, state of the art or antecedents that contribute to the research; and, finally, a reflection and appropriation of the theoretical context of the research. Finally, this article presents a conclusion on the appropriation of alternative pedagogies in the practices of teaching literature as a contribution to the development of critical thinking