To read is to argue: moving from the comprehension to the argumentation in the context of communicative action

Abstract

This paper addresses the reading as a communicative undertaking that goes beyond the comprehension and entails argumentation, as part of a humanistic education that supports liberty and autonomy. To that end, it is based on Jürgen Habermas’ ideas (on the concept of rationality, models of action and its corresponding rationalities) and Guillermo Hoyos’ thought (on intersubjective construction of social interpretations). The reading, seen from an argumentative perspective, is a challenge for education in a context such as the Colombian one, in which it is increasingly urgent to assess the interpretations about the armed conflict and a possible negotiated solution to it.