Hugo Daniel Yahari, Francisco Javier Colmán Ramírez
This study analysed the application of literary gatherings among fourth-grade students within the Ñe’êry Program in Paraguay, aiming to strengthen reading comprehension, critical thinking, and cultural appreciation through the dialogic reading of texts related to the Guaraní culture. A mixed-methods approach was utilized, integrating both quantitative and qualitative techniques to understand both the outcomes of the process and the pedagogical experiences of students and teachers. The intervention was carried out over several sessions in which students participated in reading activities, guided discussion, and creative production, incorporating methodological adjustments to address the specific educational needs of the students. The instruments applied allowed for the measurement of progress in comprehension, participation, and oral expression, complemented by classroom observations and photographic records. The results demonstrate that the literary gatherings generated greater engagement, collaborative interaction, and a meaningful appropriation of cultural content. In conclusion, the implementation of literary gatherings proved to be an effective strategy for enhancing communicative skills and promoting the appreciation of cultural knowledge, establishing itself as a relevant pedagogical tool for the Ñe’êry Program and for the strengthening of reading practices in the first cycle of Basic General Education (EEB).