Critical analysis of literature as a tool for social transformation

Abstract

Literature is a key pedagogical resource in students’ holistic education, as it encourages critical reflection on social reality and supports the development of values related to social transformation. Nevertheless, in school settings, literary education is often approached through traditional methods that limit its formative scope. This study aims to critically analyze the role of literature as a tool for social transformation and to examine the mechanisms through which it contributes to the development of critical awareness and values among tenth-grade basic education students at the “Semillas de Vida” Educational Unit. The research followed a quantitative approach with a quasi-experimental pretest–posttest design applied to a sample of 18 students. Data were collected using a structured Likert-scale questionnaire. The pedagogical intervention was based on critical and contextualized reading of literary works with social content, supported by guided teacher mediation. The findings reveal notable changes in students’ perceptions of the social function of literature, highlighting its capacity to address social issues, promote critical thinking, and strengthen human values. It is concluded that literature, when addressed through critical pedagogical strategies, represents an effective instructional resource for social transformation.