Poetry reading and cultural perception: a study on the development of global competence and holistic education through literature

Abstract

This study analyzes how reading Arabic and African poetry modifies high school students' cultural perceptions, linking this change to the strengthening of global  competence and holistic education. A phenomenological approach was used, with semi-structured interviews conducted before and after a didactic intervention. Thematic and content analysis revealed a significant shift in participants' cultural perceptions, moving from simplified stereotypes to a more nuanced and respectful understanding. The results suggest that poetry serves as an intersubjective bridge that fosters cultural openness, empathy, and critical thinking. The study highlights the need to accompany reading with guided discussions and contextual research to enhance its educational impact.