The literary continuum and pedagogy of critical discourse in Latin America: from the open veins

Abstract

This study analyzes the Latin American literary continuum as a pedagogical mediator in the development of critical thinking, based on a qualitative interpretative approach grounded in the socio-critical paradigm. Through a documentary-analytical design, supported by hermeneutic-interpretative methods and critical discourse analysis, representative works of Latin American thought are examined, highlighting Open Veins of Latin America by Eduardo Galeano as the central axis. The findings reveal that critical literature integrates historical memory, the visibility of subaltern voices, discursive strategies, and ethical formation, positioning itself as a comprehensive pedagogical resource. Furthermore, literary narratives enable the understanding of domination and resistance dynamics in Latin America, fostering analytical, reflective, and socially engaged competencies. The study concludes that the literary continuum significantly contributes to the reconfiguration of contemporary educational thought by integrating interdisciplinary dimensions and promoting a transformative pedagogy that develops critical and socially committed individuals. In this regard, literature emerges as a strategic tool in educational processes, capable of linking knowledge, historical awareness, and social action.